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.

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.

Evidence

LIS 654 Collaborative Unit: Lesson Three
LIS 654 Teacher Interview

Alignment to the standard

The collaborative unit requires communication with the teacher to determine student and curricular needs, and development of a lesson plan that supports all. Use of heterogenous small groups in the final lesson of the unit is an example of scaffolding offered in the lesson plan.

The teacher interview is an example of learning about the needs of the learning community.

I learned

  • allowing choice within the lesson increases student engagement and agency.
  • frequent formative assessments helps keep learning on track.
  • conversations reveal as much about teacher expectations as they do about student needs.

Educational impact and best practices

By allowing students to choose the format of their final project, they to choose a medium in which they are comfortable or interested. It also gives me an opportunity to learn more about my students, which results in more connection and relevancy in all areas of the library. Agency results in more engaged learners (Tishman & Clapp, 2017). 

Zambone (2010) writes that “motivation and engagement in learning, when learning is a struggle, is a significant challenge” (p. 21).

Vygotsky’s Zone of Proximal Development indicates heterogenous groupings help scaffold less-capable learners, and the process of assisting helps learners solidify their own understandings. The teacher also plays a role in helping learners, and the “guide on the side” format of the group work allows the librarian to step in where needed, but otherwise allow students to explore (Vygotsky, 1978, p. 86).

References

Tishman, S. and Clapp, E.P. (2017, October). Building students’ sense of agency. Educational Leadership, 58-62.
Vygotsky, L. (1978). Mind in society. The development of the higher psychological processes. Cambridge, MA: Harvard University Press.
Zambone, A. (2010, February). Special ed 101 for school librarians. School Library Monthly, XVII(6), 19-22.


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.

Evidence

LIS 693 Collaborative Lesson

Alignment to the standard

The collaborative lesson requires communication with the teacher, as well as an understanding of formative assessments, student needs, and inquiry-based learning

I learned

  • effective collaboration requires multiple conversations
  • large classes are sometimes easier to manage than small ones
  • making skills relevant to students’ lives produces greater engagement

Educational impact and best practices

Using a variety of assessments (initial quiz, think-pair-share, work products, class reflection discussion), I was able to see inquiry-based learning improved students’ understanding of the topic, and also resulted in enthusiasm and interest. They were able to understand how the topic (identifying and using primary and secondary sources) applied outside of the library and the classroom. Students need to see how what they’re learning relates to their own lives, and how they can use it. When they see how learning allows them to “transform … their … worlds, thereby taking control of their lives” (Kangas, et al., 2014).

Evidence shows that before, during, and after reading strategies can help scaffold student learning. A before reading strategy is vocabulary instruction, using multiple examples (visual, concrete, verbal) (Archer).

References

Archer, A. (n.d.). Scaffolding Comprehension of Informational Text. Presentation.
Kangas, M., Vesterinen, O., Lipponen, L., Kopisto, K., Salo, L., & Krokfors, L. (2014). Students’ agency in an out-of-classroom setting: acting accountably in a gardening project. Learning, Culture and Social Interaction, 3(1), 34-42. doi:10.1016/j.lcsi.2013.12.001


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.

Evidence

LIS 693 Professional Development
LIS 654 Portrait of a Collaborator

Alignment to the standard

Designing and conducting a professional development session to introduce library materials (makerspace) allows me to model the use and instructional methods.

Demonstrates an awareness of collaboration needs and offers ways to achieve good communication and teamwork

I learned

  • teachers are more willing to be instructional partners when they understand what is possible.
  • follow-up resources like digital curations are helpful in keeping interest and learning after the professional development.
  • an informal presentation allows for conversations and on-the-fly collaboration.
  • it’s important to communicate collaboration styles, but equally important to make sure I find ways to accommodate others’ styles.

Educational impact and best practices

Collaboration with teachers is a key part of a school librarian’s success. I surveyed teachers about makerspaces, and knew from the results the teachers were intrigued but were hesitant because they had very little understanding of what a makerspace even was. By letting them see how it could be used, and try out some of the activities themselves, they are equipped and excited to integrate maker learning in collaborative lessons. 

“Effective school librarians collaborate with classroom teachers to help students develop information literacy skills across the curriculum” (Gavigan, K. & Lance, K.C.).

References

Gavigan, K. and Lance, K. C. (2016, March 14). “SC Study Shows Link Between School Librarians and Higher Test Scores.” School Library Journal. https://www.slj.com/?detailStory=sc-study-shows-link-between-school-librarians-and-higher-test-scores


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.

Evidence

LIS 654 Makerspace Inquiry Project

Alignment to the standard

Collaborative work and the design process are integral parts of makerspaces. Inquiry-based learning is the basis for the lesson, and it integrates social, informational, and technological literacies into the curriculum objectives. Reflection and design process thinking support creative processes and critical thinking.

I learned

  • maker projects outside of the traditional science and math subjects are rewarding, but require more creativity to contribute to authentic learning.
  • critical thinking is an evolving process, and check-ins at all points in the lesson are needed.

Educational impact and best practices

A makerspace in the library gives all students equitable access to the materials. It also helps make the library a central hub for the school. By supporting my students in developing resiliency through collaboration and design thinking, I’m able to help them add lifelong skills to their toolbelts.

Makerspaces and student agency are interconnected (Kajamaa & Kumpulainen, 2019; Martínez & Ramirez, 2018). Students learn to see failure isn’t the end, but another beginning. A classroom where flexible thinking and a lack of insistence on a single right answer will empower students to reassess and try again.

“If we properly allow for multiple means of representation and expression, engagement will naturally follow. But we can enhance this by allowing for student choice in assignments” (Hunt, 2018). Diversity of expression can help me reach more students than sticking to a single method of instruction.

References

Hunt, J. (2018, January 2). “Advocate This, not That!” School Library Journal. https://www.slj.com/?detailStory=advocate-this-not-that
Kajamaa, A., & Kumpulainen, K. (2019). Agency in the making: analyzing students’ transformative agency in a school-based makerspace. Mind, Culture, and Activity, 26(3), 266-281.
Martínez, J., & Ramirez, L. (2018). Angling for students’ mathematical agency. Teaching Children Mathematics, 24(7), 424-424