Standard 4

Standard 4: Organization and Access

Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.

4.1 Access: Candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences. Candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Candidates articulate, communicate, model, and teach digital citizenship.

4.2 Information Resources: Candidates use evaluation criteria and selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community. Candidates evaluate and select information resources in a variety of formats.

4.3 Evidence-Based Decision Making: Candidates make effective use of data and information to assess how practice and policy impact groups and individuals in their diverse learning communities.

Artifacts:

LIS 653 CAMP Assignment Part 1 / Part 2 / Part 3

LIS 693 Goal Project

Alignment with Standards:

The CAMP assignment allowed me to conduct a thorough analysis of the population my library serves and translate that information into a more effective collection development plan. The assignment especially focused on creating an achievable goal for updating part of the collection to meet student needs. This assignment aligns with standard 4.2 (information resources) and 4.3 (evidence-based decision making). The goal project required me to create and execute a SMART goal at my school (I completed a full collection inventory) which will help me make more informed decisions about weeding and adding items to my collection. This assignment also aligned with standard 4.3 (evidence-based decision making).

What I Learned:

In order to successfully serve the student population, a librarian must be familiar with that population and its needs. Librarians can use many types of data to gain insight into their learning community. Librarian policies and collections should also seek to meet the needs of this specific population. In these assignments I learned how to gather data and to create an effective collection analysis and management plan. I also learned how to determine the diverse needs of the students and create a goal based on those needs. "You wouldn’t build a house without a blueprint, right? You need to have a plan" (Abercrombie, 2018). Collection development cannot be done haphazardly, and an effective school librarian must have targeted goals and processes and plans in place to achieve those goals. School librarians must also be aware of state requirements and guidelines for library collections. Guidelines such as the NC Department of Public Instruction IMPACT recommendations can provide a roadmap for where a school library collection should be, based on a variety of factors.

Impact on Students:

A school library will most effectively serve students if its services and collections are tailored to their specific needs. Librarians will always need to work within a budget, and within district rules and regulations, to create the best collection for their students.

Supporting Resources:

Abercrombie, S. (2018). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/

North Carolina Department of Public Instruction. (2008). IMPACT Collection guidelines. https://files.nc.gov/dpi/impact_collection_guidelines.pdf