Standard 3: Information and Knowledge Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice. During module four of my school librarianship course, we explored the role of the librarian in demonstrating and educating others on digital citizenship practices, provision of equitable access to a wide array of books and resources, and serving as a leader in the school for technology integration. We were assigned an article critique underscoring one of these three responsibilities, and a website evaluation for a site you would recommend and consider for implementation in our own school library. My article critique analyzed Leslie Preddy’s work, “The Critical Role of the School Librarian in Digital Citizenship Education”. In her article, Preddy underscored the necessity for school librarians to be the facilitators of campus-wide, in-depth digital citizenship discussions. Though students were born digital natives, they do not inherently have the skills necessary for safe navigation through the web. (For the full article critique, click the link below or visit my “Information and Knowledge” page under the “Standards” tab on the site.) Sheppard Software, the website I reviewed through the website evaluation activity, is a site I utilize currently in my fourth grade, science classroom. I found this site when trying to integrate a technology component into an organisms lesson I was teaching. Though I had already used this site in the past, I had previously only searched the site contents from a science teacher lens. After thoroughly navigating the entire site, I was amazed at all of the content and resources provided for all K-6 subject content. There was some secondary school content as well, but I felt that majority of the site was targeted towards primary school teachers and students. All concepts explored on the site have articles, quizzes, and games that can easily be understood by younger audiences. This is a fantastic resource that I fully recommend for use in the classroom and library. A link to the homepage of the website is provided below. (For the full evaluation, click the link below or visit my “Information and Knowledge” page under the “Standards” tab on the site.)
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Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children’s and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. For our third module in my school librarianship course, we researched and discussed the school librarian’s role in promoting literacy and reading. We were tasked with finding a YA multicultural book we would recommend to a teacher, conduct an interview with a school librarian, and write an article critique for a work that explores librarians’ roles as literacy and reading promoters. (All of these assignments are linked below, and can also be found on my "Literacy and Reading" page under the "Standards" tab.) My mentor librarian, Jeneen Irwin, and my chosen article, “Teacher-Librarian as Literacy Leader” by Michael Cart, detailed librarians’ duty to choose works that represent their learning community, create collections designed around specific student interests, and to provide students with unique experiences such as author’s visits that engage them and inspire their love of learning. It was during this same week that I attended an author’s visit at a local, Austin bookstore, BookPeople. Author, Tom Angleberger, and illustrator, Dan Santant, promoted their new book, Princess and the Pit Stop. Their event was engaging to all young audience members, starting with a makeshift gameshow they called, “Name it to Win it”, where kids were challenged to guess the character represented in the author’s and illustrator’s drawings. Next, Tom Angleberger read the book while Dan Santant provided sound effects throughout. The children and adult audience members alike were in stitches. If you ever have an opportunity to attend a visit by either Tom Angleberger or Dan Santant, you should definitely attend as you will not be disappointed. This author visit and an activity based on literacy promotion in the library, will be coming soon to the site! I am currently in the works of developing my presentation with fellow group members, but I will update the site when it’s posted!
ALA/AASL Standard 1: Teaching for Learning Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students’ interests and develops their ability to inquire, think critically, gain and share knowledge.
During Module 2 of my school librarianship course, the focus was placed on the role of the school librarian as a teacher. The assigned readings along with my selected article on the topic, “The School Librarian: What kind of teacher are you?” by Buffy Hamilton, solidified my beliefs and initial perceptions of the role. As a school librarian, you are given the unique opportunity to collaborate with all the members of your school community: students, teachers, and administrators. It is through this role that you should be providing inquiry based instruction that engages all learners, as well as equipping every member of the learning community with tools such as technology that promotes their success in collaborating with others. Ultimately, the goal highlighted throughout the readings was the unanimous pursuit of encouraging students to become lifelong learners. Through the weekly assignment, a PowerPoint presentation accompanied with an audio component produced through the site Knovio, I was able to reflect on how I would implement this teaching philosophy in my own school library in the future. Additionally, this “Empowering Learners” project introduced me to Knovio! I really enjoyed using this site to record my content slide by slide. In my current classroom, I record presentations regarding science content that I then share through my classroom’s private Google Classroom page so my students have access to instruction at home when completing assignments. I could definitely envision using this site personally to create content for my students. Later in the semester, we were tasked with a project that analyzed professional research articles promoting an ALA/AASL standard, and I chose Teaching for Learning. I was able to dissect case studies that qualitatively and quantitatively supported school libraries and made evident the need for accredited school librarians. Also, this assignment integrated another technology source (wooh hooh!), Piktochart. Embedded below are both assignments, which can also be found on my "Teaching for Learning" page on the site. "Empowering Learners" Assignment using PPT and Knovio:"School Librarians in Research" Infographic using Piktochart: |
AuthorMy name is Mackenzie Wright. I am currently a teacher in the Austin area, and am finishing my Master's in school librarianship through UNT. Categories
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