This page offers a reflection on how I feel I have grown throughout the MLIS program. Each section connects accomplishments achieved through the highlighted artifacts or coursework presented within this portfolio to each of the five ALA/AASL/CAEP School Librarian Preparation Standards (American Library Association, American Association of School Librarians, & Council for the Accreditation of Educator Preparation, 2019). 

 

Standard 1: The Learner & Learning

My previous experience as a Teach for America teacher in a Title I school made me aware of the impacts that inequality and poverty can have on student learning. However, my experience with Universal Design for Learning (as demonstrated in the Collaborative Unit) helped me to better address and plan instruction to meet individual learner needs despite these challenges. Furthermore, I am grateful for the varied opportunities that the MLIS provided me to practice my teaching skills and work with diverse learners as a librarian teacher. During my academic journey, I worked on various projects such as developing a Pathfinder/LibGuide on Giant Pandas for Pre-K learners, creating a Paired Text Teacher’s Guide for kindergarten instructors, improving a Collection Development Plan for an elementary school, teaching a Collaborative Unit to 6th-graders, and writing a Grant Proposal to establish a “Game Center” at a high school. These opportunities helped me gain experience adapting and planning for unique learners, which is crucial as librarians work with whole communities and diverse learners that span across a broad developmental spectrum. I believe these examples also demonstrate intentionality in both environmental creation and instructional design/implementation to effectively engage learners’ interests. Out of these experiences, the Grant Proposal is exemplary, because it creates a highly inclusive environment by building strong relationships among students and staff, developing community partnerships, and welcoming families.

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Standard 2: Planning for Instruction

My experiences during this program have solidified my understanding that properly planning for instruction can be time intensive and requires concentrated effort, but it is worthwhile as it leads to the best student outcomes. The Conference Presentation and Paired Text Teacher’s Guide both provide evidence of planning varied instructional strategies, including effective technologies, and collaborating with others in the learning community. However, the Collaborative Unit best embodies this standard as a whole. It demonstrates my understanding of the importance of and commitment to strategic planning, delivery, and assessment of instruction. Additionally, it implements formative and summative assessments, and provides documentation of learners reflecting, “on their learning growth and their ethical use of information” (American Library Association, American Association of School Librarians, & Council for the Accreditation of Educator Preparation, 2019, p. 9). In my reflection within the Collaborative Unit, I specifically reflect on the impact of student learning and assess the data collected to plan revisions that will improve my future instruction.

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Standard 3: Knowledge and Application of Content

I believe that motivating readers begins with meeting them where they are and connecting to their current interests and passions. My commitment to this belief is illustrated in the content and context of my work. The Pathfinder/LibGuide on Giant Pandas builds off of the foundation of young children’s engrossment with animals. The hook in the Paired Text Teacher’s Guide appeals to learners' appreciation of videos and helps them buy into the lesson (and consequently books) by incorporating a timelapse video on the topic. The Collaborative Unit was intentionally designed to facilitate deep learning by putting students in the driver's seat to direct their inquiry and research on a computer scientist. This unit also helped students to develop and engage critical thinking skills as they evaluated sources and practiced ethical information use.

 

Several of my artifacts also demonstrate technology-enabled learning and encourage the authentic practice of digital citizenship. For instance, the Pathfinder/LibGuide digitally curates a collection of materials and resources (in diverse formats including, print books and eBooks through a library catalog, images, videos, databases, and reliable websites) for ease of use. It further instructs users how they might search and access additional materials on the topic. The Conference Presentation illustrates many ways to successfully implement current technological tools in the classroom library.

 

Lastly, I’d be remiss to not include how the children’s literature course instilled within me the importance to continue reading and exploring to remain abreast and relevant within the profession. It also helped me to gain first-hand experience using professional reviews as a tool to determine the appropriateness of fit of different resources/materials and helped me branch beyond personal preferences to become more familiar with diverse genres to better serve patrons. This is directly reflected in the Paired Text Teacher’s Guide.

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Standard 4: Organization and Access

The importance of basing all library work on community needs is evident in my Collection Development Plan. While ensuring equitable access to resources for marginalized groups has been my focus throughout the program, this project specifically focuses on resource management. Conducting an environmental scan and collection analysis provided sufficient information to make informed decisions. The plan then aims to improve access to materials by increasing foreign language materials, diversifying formats, and increasing 4th-grade SOL supplemental materials in both Reading 4.6 (nonfiction texts) and Mathematics 4.1 (fractions). It is also important to note, that while these choices will improve access for the entire learning community, the plan was developed specifically with English Language Learners (a historically marginalized group) in mind.   

 

Moreover, the Grant Proposal offers further evidence of thoughtful evidenced-based decision-making to, “develop, curate, organize, and manage a collection of resources'' to better serve the needs of a learning community (American Library Association, American Association of School Librarians, & Council for the Accreditation of Educator Preparation, 2019, p. 12). This proposal was created based on an understanding of community needs through a strategic plan evaluation and needs assessment. Furthermore, extensive research was consulted and synthesized to identify how gameplay might best be utilized to obtain positive benefits for the community. For instance, creating engaging and natural differentiation to help learners of diverse abilities (a historically marginalized group) to engage and participate more fully at school. Additionally, the creation of a "Game Center" library of things, including a variety of physical game types and puzzles, caters to those in the community facing economic hardship (a historically marginalized group) by providing a means of accessing potentially unattainable resources. 

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Standard 5: Leadership, Advocacy, and Professional Responsibility 

As a school librarian, it is important for me to lead by example and show my commitment to lifelong learning. This connects to elements of effective leadership, advocacy, and fulfillment of professional responsibilities, all of which are “cornerstones of growth for school librarians” (American Library Association, American Association of School Librarians, & Council for the Accreditation of Educator Preparation, 2019, p. 15). 

Good leaders are those who are willing to work in collaboration with others and share their knowledge. As the ODU's ALA student chapter president, I have had ample opportunities to engage in a leadership role. Moreover, my service on ODU's MLIS student advisory board has given me valuable experience in advocating for students to improve the program. The Conference Presentation is a perfect example of how I engage with my profession, share my knowledge, and encourage collaboration with content teachers. I was fortunate enough to attend the 2023 VAASL York Spring Regional Conference, where I had the chance to network and learn valuable information. I hope all of my work in this portfolio further stands as a testament to my professional conduct and commitment to ethical practice within the profession.

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Reference:

American Library Association, American Association of School Librarians, & Council for the Accreditation of Educator Preparation. (2019). ALA / AASL / CAEP school librarian preparation standards. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf

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Header Featured Image Citation: Villada, C. (2023, July 9). Stack of books books literature [photo]. Pixabay. Retrieved from https://pixabay.com/illustrations/stack-of-books-books-literature-8113590/. Modified from original [cropped].