Standard 2

Standard 2: Planning for Instruction

Candidates in school librarian preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 9 the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.

2.1 Planning for Instruction: Candidates collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical information access.

2.2 Instructional Strategies: Candidates use a variety of instructional strategies and technologies to ensure that learners have multiple opportunities to inquire, include, collaborate, curate, explore, and engage in their learning.

2.3 Ethical Use of Information: Candidates teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Learners demonstrate ethical use of information and technology in the creation of new knowledge.

2.4 Assessment: Candidates use multiple methods of assessment to engage learners in their own growth. Candidates, in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding.


LIS 654 Unit Plan

LIBS 6142 Lesson Plan and Teaching Assignment

This class was taken at Eastern Carolina University as LIBS 6142: Instructional Foundations of the School Library Media Program

Alignment with Standards:

In both of these assignments, I created lesson plans using the backwards design process. Both assignments require students to answer essential questions and learn how to effectively evaluate information. I taught the lesson I created in LIBS 6142 to several different classes and was able to gain feedback and refine the lesson based on that feedback. I collaborated with teachers when creating both assignments. These assignments align with standards 2.1 (planning for instruction), 2.2 (varied instructional strategies), and 2.3 (ethical use of information).

What I Learned:

The main lesson from these assignments is that collaboration is key. Even though a school media specialist is often the only staff member who works in the media center, the role requires working with others to be successful. Teachers are responsible for a large portion of a student's learning, but they cannot do it alone. As Jaeger states, "If you go to teachers with ideas based upon their curriculum, you might find they embrace your idea with open arms" (Jaeger, 2015). The role of a school media specialist is to support students' learning not just through access to library materials, but also through collaborative learning opportunities. When school librarians support the curriculum through collaboration with teachers, knowledge is reinforced an students are able to explore essential questions in their research.

Impact on Students:

Students will benefit from attending library instruction sessions that have been thoroughly tailored to the curriculum and desired outcomes. It is also beneficial to students to have teachers who fully understand the wide range of resources and services that can be offered by the school media specialist.

Supporting Resources:

Jaeger, P. (2015). Social studies/repackaging research: Covert collaboration....and the dust bowl. School Library Monthly, 31 (4).

Techman, M. (2015). Librarians' changing roles can inspire school communities. Edutopia.