Standard 3: Information and Knowledge: Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice.
3.1 Efficient and ethical information-seeking behavior:
Candidates identify and provide support for diverse student information needs. Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information.
Reflection:
Throughout the program I have had several opportunities to add ethical information seeking behavior into lessons. In media productions I created a flipped lesson that allowed my student to explore a digital curation of copyright resources and then use the information they learned to create a infographic on the topic to share with others. I also planned a collaborative experience with fifth grade teachers in which I helped the students learn how to evaluate sources to ensure they were credible sources. I also had the opportunity to research the 8W’s research model and then hear from my classmates on other research models out there. This helped me to evaluate the one we use countywide and decide that it is a good one to continue to use. During these assignments I learned that students don’t always know all the edicate for research and have to be explicitly taught. Having a consistent research model helps the students navigate this uncharted territory and giving them the tools they will need early with help them in the future as they continue to dive deeper into the world of research. Students need guidance in using new tools to be successful. Students don’t always know how to effectively utilize a new tool that will help them sort through the information they find and need to be taught how to create digital collections, compile their resources, and efficiently use the information they gather.
3.2 Access to information:
Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession.
Reflection:
Providing access to information is often one of the most challenging parts of the library profession. Mostly bracuse funds are limited and resources have to be considered very carefully to be included in the collection. During many of my courses the ALA code of Ethics was discussed in the form of discussion boards. Each time a new aspect was brought to light and equal access to information was brought to the forefront. I also had to carefully assess the needs of my community and students to know what information would benefit them the most. I also had to look at a budget and come up with ways to help get the resources they would need. These assignments helped me to be creative with finding funding sources as well as to prioritize what my students actually needed access to. When students are given the right tools and resources they will be successful in their academic endeavors. The students have directly benefited from this by having access to the materials and resources they need for assignments.
3.3 Information technology:
Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society.
Reflection:
In several lessons I planned during my course of study I implemented technology. During the makerspace lesson I had the students use Aurasma to document their learning of the respiratory system. I also used a variety of digital tools in the flipped lesson such as screencast, Google classroom, and pictochart. During these assignments I learned about valuable digital tools and how they can be utilized in the school library to enhance student learning. The students have benefited from these lessons by having exposure to various technology they they can utilize to demonstrate learning outcomes. These technology tools also offer them an alternative way to demonstrate student learning outcomes.
3.4 Research and knowledge creation:
Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.
Reflection:
During my goal based research project I researched reading motivation strategies, the success of independent reading time, and how the Your Next Five strategy could help support this school wide initiative towards personalized learning. This information was used to support the implementation of Your Next Five. In this assignment I learned that research is important to deciding which strategy to implement. This research helped me better formulate questions with my students to help them select books they wish to read for pleasure. The students have been more engaged in selecting books and have had better success in finding a book they will enjoy. They have also been more apt to submit a book suggestion for a book they really want to read.