AASL 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.

3.1 Efficient and ethical information-seeking behavior: Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information.

Evidence

LIS 654 Collaborative Unit: Lesson One

Alignment to the standard

Teaches how to evaluate online resources. Models different strategies for learning the evaluation method.

I learned

  • different methods for assessment, integrating various learning styles
  • how to use rubrics for assessment
  • evaluating information is difficult for students, and students default to the URL domain as their only way to judge (.org vs. .com)

Educational impact and best practices

Understanding of informational texts is a key component of literacy standards (Archer). I can model evaluation of online resources through my collection development. When teaching information literacy, it’s evident that students have only a very basic understanding of evaluating sources, and certain examples stand out for some students while passing others by. It is important to make sure my lessons provide multiple access points to understanding and evaluating information, and are relevant to their own experiences.

As a librarian, I “make sure school libraries provide effective access to all formats and types of information in a multitude of ways. Students should have access to materials at school and at home and should know how to navigate their way through data and research successfully” (Mann, 2011).

References

Mann, S. (2011) “21st-Century School Librarians: Envisioning the Future.” School Library Monthly, vol. 28, no. 2, pp. 29-30.


3.2 Access to information: Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession.

Evidence

LIS 693 Goal Project: Makerspace presentation and plan

Alignment to the standard

Identifies target audiences and goals to support, based on data and community analysis. Utilizes variety of communication methods.

I learned

  • framing the library as a space for equitable access for students helps change school culture toward collaboration.

Educational impact and best practices

One challenge to advocacy is “the perception that books, libraries, and librarians are no longer essential because the internet has all of the information students and educators need” (EBSCO).

References

EBSCO. (n.d.) Advocacy and the 21st Century School Librarian: Challenges and Best Practices. https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam_assets/66749599.pdf


3.3 Information technology: Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society.

Evidence

LIS 635 Digital Curation
LIS 693 Professional Development: Digital Curation

Alignment to the standard

Collect and annotate tools and resources in a single location. Use of different curation tools (Pearltrees and Padlet) to demonstrate single vs. collaborative format.

I learned

  • some curation technologies are better for some applications than others
  • digital notetaking is not as effective as analog, but there are ways to make it work better

Educational impact and best practices

Cognitive learning styles impact student success. Many of our notetaking strategies focus on one learning style only. Teaching different methods of notetaking (Cornell notes, visual/sketch notes) can help set students up for learning success. (Takabori, 2020).

References

Takabori, A. (2020, January 15). 2020 Education Trends. Fast Forward: Scientific Learninghttps://www.scilearn.com/2020-education-trends/


3.4 Research and knowledge creation: Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.

Evidence

LIS 635 Infographic

Alignment to the standard

Combines school data with research to create a product demonstrating the importance of self-directed reading for the school community

I learned

  • circulation numbers are influenced by teacher attitudes toward library visits and programs such as Battle of the Books.
  • many things compete with teens’ time and attention.

Educational impact and best practices

While reading print books is critical to academic success (Bridges, 2015), multiple literacies should not be dismissed. “In the classroom it is important for teachers to recognize and value the multiple literacy resources students bring to the acquisition of school literacy” (NCTE, 2018).

References

NCTE. (2018, July 17). A Call to Action: What We Know About Adolescent Literacy Instruction. https://ncte.org/statement/adolescentliteracy/