Standard 1: The Learner and Learning
Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development. Candidates promote cultural competence and respect for inclusiveness. Candidates integrate the National School Library Standards considering learner development, diversity, and differences while fostering a positive learning environment. Candidates impact student learning so that all learners are prepared for college, career, and life.
1.1 Learner Development: Candidates demonstrate the ways learners grow within and across cognitive, psychomotor, affective, and developmental domains. Candidates engage learners’ interests to think, create, share and grow as they design and implement instruction that integrates the National School Library Standards.
1.2 Learner Diversity: Candidates articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives.
1.3 Learning Differences: Candidates cultivate the educational and personal development of all members of a learning community, including those with diverse intellectual abilities, learning modalities, and physical variabilities.
1.4 Learning Environment: Candidates create both physical and virtual learner-centered environments that are engaging and equitable. The learning environments encourage positive social interaction and the curation and creation of knowledge.
Alignment with Standards:
For the Inquiry Lesson Remodel assignment, I created a full inquiry lesson plan based on a shorter, non-inquiry lesson provided by the instructor. The original lesson was not thoroughly outlined, and did not provide much hands-on experience for the students. After the remodel, the lesson met standards for an inquiry-based instruction session. We were also able to get feedback from a classmate in order to further improve our lesson. I also created a Collaborate Learning Experience lesson plan by working with a teacher at my school to develop a session that aligned with a specific assignment. Both assignments align with standards 1.1 (Learner development) and 1.3 (Learning differences) because they use student-centered learning practices in a variety of modalities.
What I Learned:
Before starting my licensure coursework, I only had experience in providing instruction sessions to college-age students. Because I did not specialize in K-12 school librarianship while getting my MLIS, I had little to no training writing lesson plans and leading high school level lessons or activities. The courses at UNCG gave me the opportunity to learn how to create inquiry-based activities, as well as learn different approaches to creating lesson plans (such as the backwards design process). In the backwards design process, "[r]ather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards), backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course" (McTighe and Wiggins 1998). I learned that of planning a lesson and hoping to get the desired results, a successful lesson plan starts with the desired outcome and then provides a roadmap to achieving the outcome.
Impact on Students:
Moving forward, I have the skills and resources I need to put a more wide-reaching instruction program into place at my school. Students will benefit from research sessions that include essential questions and inquiry learning.
McTighe, J and Grant Wiggins. (1998). Understanding by design. Association for Supervision and Curriculum Development.
McTighe, J and Grant Wiggins. (2012). Understanding by design framework. Association for Supervision and Curriculum Development.