Library media

Teacher-librarians improve student learning by providing leadership within the educational community. As a result, candidates:

• 1.1 – Demonstrate an understanding of the role of library media programs, information systems, and information in a democratic society.
• 1.2 – Demonstrate an understanding of the theoretical and practical connections among educational research, national standards, and the Washington education goals to meet state Essential Academic Learning Requirements (EALRs) and district learning initiatives.
• 1.3 – Demonstrate an understanding of the personal, developmental and curricular needs of students and the instructional strategies that help staff satisfy these needs.
• 1.4 – Demonstrate an understanding of the personal, curricular and professional growth needs of staff in order to implement formal and informal strategies to satisfy these needs.
• 1.5 – Demonstrate an understanding of the principles of adult learning and development in order to serve the school community.
• 1.6 – Demonstrate an understanding of the importance of seeking opportunities to participate on school and district committees and in staff development opportunities.
• 1.7 – Demonstrate an understanding of the role of the library media program and teacher-librarian in curriculum development and instruction.
• 1.8 – Demonstrate an understanding of the role of the library media program and teacher-librarian in the promotion of reading and reading skills and strategies.
• 1.9 – Demonstrate an understanding of the role of the library media program and teacher-librarian in Information, Communication, and Technology (ICT) literacy instruction integrated with subject area curriculum.
• 1.10 – Demonstrate an understanding of the social, ethical, and legal implications of information access, services, and technologies, to include such concepts as intellectual property, educational fair use, privacy, security, and public domain.
• 1.11 – Demonstrate an understanding of the ways in which the library media program and teacher-librarian contributes to a school improvement plan.
• 1.12 – Demonstrate an understanding of the need to connect to the larger community for resource sharing, networking, and opportunities for partnerships.

Teacher-librarians develop, implement, and evaluate the school library media program and manage personnel, information systems, resources, and facilities. As a result, candidates:

• 2.1 – Demonstrate an understanding of how to schedule and organize physical and virtual library facilities to create inviting, useful, and engaging learning and meeting spaces.
• 2.2 – Demonstrate an understanding of the importance of developing and implementing an effective public relations program that communicates the vital contribution of the school library media program to life-long learning.
• 2.3 – Demonstrate an understanding of theories and accepted principles of library software management systems, including cataloging, processing, and retrieval as well as school-wide information networks to make information, resources, and applications readily accessible.
• 2.4 – Demonstrate an understanding of the importance of implementing procedures for ongoing inventory and maintenance of information resources and systems throughout the school.
• 2.5 – Demonstrate an understanding of the importance of using quantitative and qualitative data for decision making regarding library media policies.
• 2.6 – Demonstrate an understanding of the importance of preparing, justifying, and administering the library media program budget based on instructional program needs.
• 2.7 – Demonstrate an understanding of the importance of assigning, supervising, and evaluating support staff, volunteers, and student assistants.
• 2.8 – Demonstrate an understanding of research connecting effective library media programs and increased student achievement.
• 2.9 – Demonstrate an understanding of the importance of a school library media program advisory committee that includes administrators, teachers, students, parents, and other representatives of the community.
• 2.10 – Demonstrate an understanding of the state law and its implications for district policies for addressing selection, acquisition, and challenges to specific school library materials.
• 2.11 – Demonstrate an understanding of the importance of advocacy for intellectual freedom presented in basic open access documents such as American Library Association’s “Library Bill of Rights,” American Association of School Librarians’ “School Library Bill of Rights,” American Library Association’s “Freedom to Read,” Association for Educational Communication and Technology’s “Statement of Intellectual Freedom,” and the National Council of Teachers of English’s “The Right to Read.”
• 2.12 – Demonstrate an understanding of the social, ethical, and legal implications of privacy and confidentiality for library media program users.

Teacher-librarians evaluate, select, and maintain resources to provide collections that are integral to the educational goals of the school. As a result, candidates:

• 3.1 – Demonstrate an understanding of evaluation, needs assessment, and the use of selection criteria to include and provide diverse literature, media, information systems, and information services.
  • 3.1.1 – Demonstrate an understanding of the importance of maintaining collections relevant to the educational, cultural, personal, recreational and informational needs of students, and the professional and curricular needs of staff and administrators.
  • 3.1.2 – Demonstrate an understanding of a variety of genres and awards for literature.
• 3.2 – Demonstrate an understanding of the importance of creating and periodically revising selection policies and procedures that facilitates collection development which aligns with the school’s philosophy, goals and objectives.
• 3.3 – Demonstrate an understanding of the importance of regularly analyzing the collection for the purpose of selecting and deselecting resources.
• 3.4 – Demonstrate an understanding of historical and contemporary trends and multicultural issues in reading material for children and young adults.
• 3.5 – Demonstrate an understanding of current research in reading advocacy, and reading acquisition and comprehension.

Teacher-librarians use a variety of resources to teach students and others in the school community to develop independence in the information problem-solving process including: defining, retrieving, analyzing, interpreting, organizing, evaluating, synthesizing, and presenting information and ideas. As a result, candidates:

• 4.1 – Demonstrate an understanding of the principles and models of the information problem-solving process.
• 4.2 – Demonstrate an understanding of how to guide students and others in the school community to identify and define authentic problems and significant questions for investigation.
  • 4.2.1 – Demonstrate an understanding of the importance of exploring diverse perspectives and alternative solutions.
  • 4.2.2 – Demonstrate an understanding of the characteristics unique to each information format and select items according to their specific contribution to students’ learning objectives, personal interests, and developmental needs.
• 4.3 – Demonstrate an understanding of how to guide students and others in the school community to effectively and efficiently locate, organize, analyze, evaluate, synthesize, and present information from a variety of sources and media.
  • 4.3.1 – Demonstrate an understanding of how to guide students and others in the school community to collect, process, and use data to identify solutions and/or make informed decisions.
• 4.4 – Demonstrate an understanding of technologies and technology skills integrated within the information problem-solving process.
• 4.5 – Demonstrate an understanding of media literacy as the application of literacy skills to interpret media and technology messages and it provides a framework to access, analyze, evaluate and create messages in a variety of forms.
  • 4.5.1 – Demonstrate an understanding that people interpret the same media messages in different ways, that media are constructed with particular values and points of view, distinct creative language, and are produced for particular purposes, including profit, persuasion, education, and artistic expression.
• 4.6 – Demonstrate an understanding of how to guide students and others in the learning community in safe, legal, and responsible use of information, technology, and digital communication tools.
• 4.7 – Demonstrate an awareness of American Association of School Librarians (AASL) standards when planning lessons.
• 4.8 – Demonstrate an awareness of Information and Communications Technology and International Society for Technology in Education (ISTE) standards when planning lessons.

Teacher-librarians demonstrate teaching skills in literacy, collaboration, and integrating information literacy with content curriculum. As a result, candidates:

• 5.1 – Create lessons and instructional materials that align with information literacy standards, educational technology standards, and state curriculum standards in light of current research.
• 5.2 – Teach information literacy skills and facilitate student use of skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate resources.
• 5.3 – Design lessons integrating the stages of the information problem-solving process with subject area curriculum.
• 5.4 – Design information literacy instruction that assesses information literacy learning and accommodates learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction.
• 5.5 – Teach the basic principles of copyright law, plagiarism, and intellectual property.
• 5.6 – Employ a variety of instructional strategies that facilitate development of literacy skills including appreciation of literature.
• 5.7 – Design and deliver lessons that take into account issues of equitable access to information.
• 5.8 – Design and deliver appropriate professional development based on the needs of the learning community.
• 5.9 – Teach the use of digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning, contribute to the learning of others and develop cultural understanding and global awareness by engaging with learners of other cultures.

Teacher-librarians use a variety of strategies to develop life-long learners who read for a wide range of purposes. As a result, candidates:

• 6.1 – Motivate, coach, and guide students in the development of reading, listening, and viewing competencies, including critical thinking skills, for lifelong learning.
• 6.2 – Motivate and advise students in developing an awareness of and interaction with literature in a variety of formats for personal enrichment and information.
• 6.3 – Apply research in literacy and reading in order to select and recommend diverse materials in formats and at levels that facilitate the reading process and the development of fluency in readers.
• 6.4 – Promote reading through displays and an attractive, positive education climate in the library.
• 6.5 – Promote reading through programs, events, contests, performers, authors, illustrators, and other creative expressions.

Teacher-librarians with information standards and school goals and objectives in mind, develop collaborative relationships within the school and community to deliver integrated instruction, reading advocacy, and information services. As a result, candidates:

• 7.1 – Coordinate, cooperate, and collaborate with classroom and special area teachers to integrate information literacy into the curriculum.
• 7.2 – Collaborate with classroom and special areas teachers to integrate literature into the curriculum.
• 7.3 – Connect with the larger library and information technology communities for resource sharing, networking, and developing common policies and procedures.
• 7.4 – Collaborate with colleagues from diverse learning communities including members of professional organizations.
• 7.5 – Use social networking tools for collaborative purposes.
• 7.6 – Demonstrate communication skills for collaborative planning including listening effectively, using probing and clarifying questions; and negotiating responsibilities.
• 7.7 – Develop a partnership with instructional staff for evaluating and selecting curriculum-related resources appropriate to learner needs and interests.
• 7.8 – Work with instructional staff, administrators, and other library media professionals to establish library media program goals and long-range plans integral to the educational program in the school, district, and state.
• 7.9 – Design, deliver, and advocate for ways in which the library media program can enhance school improvement efforts.
• 7.10 – Use information found in professional journals, web resources, and organizations to improve library media program practice.

Teacher-librarians provide access to and provide leadership for the management and use of information and communications technology tools. As a result, candidates:

• 8.1 – Demonstrate an understanding of technology concepts, systems and operations.
  • 8.1.1 – Understand and use technology systems.
  • 8.1.2 – Select and use applications effectively and productively.
  • 8.1.3 – Understand basic troubleshooting for systems and applications.
  • 8.1.4 – Transfer current knowledge to learning of new technologies.
• 8.2 – Plan and design effective learning environments and experiences supported by technology.
  • 8.2.1 – Identify, evaluate, and select specific technology resources to support a coherent lesson sequence.
  • 8.2.2 – Design, manage, and facilitate learning experiences using technology to enhance learning outcomes.
  • 8.2.3 – Design and facilitate learning experiences that provide equal access for all students.
  • 8.2.4 – Be aware of assistive technologies that may be of use to special student populations.
• 8.3 – Use technology to facilitate a variety of effective assessment and evaluation strategies.
  • 8.3.1 – Apply technology productivity tools and resources to collect, analyze, and interpret data.
  • 8.3.2 – Apply technology productivity tools and resources to communicate with staff, parents and students.
• 8.4 – Promote an understanding of human, cultural, and societal issues related to technology through the practice of legal and ethical behavior and by exhibiting leadership for becoming a digital citizen.

Teacher-librarians gather and analyze data to guide program decisions, assess student and staff knowledge and enable self-reflection in order to evaluate the library media program and its impact on teaching and learning. As a result, candidates:

• 9.1 – Analyze national, state, district and building data to make informed decisions about student learning, student needs, information services, collection development, collaboration, instruction, budget, and professional development.
• 9.2 – Design and use a variety of assessment strategies, including technology, to measure student mastery of library media program learning goals.
  • 9.2.1 – Involve classroom teachers and students in assessing the extent to which library learning outcomes have been met.
• 9.3 – Use a variety of techniques to assess staff knowledge and skills to facilitate collaboration, determine professional development needs and provide training opportunities.
• 9.4 – Engage in reflective practice to evaluate program effectiveness and plan for continual improvement.
• 9.5 – Use professional organizations, research, literature and technology resources to inform practice and program decisions.
• 9.6 – Involve stakeholders to assess and modify goals of the library media program.
• 9.7 – Facilitate student reflection and goal setting regarding their reading choices and information seeking behavior.