Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies. Candidates use their pedagogical skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a variety of strategies to foster the development of ethical digital citizens and motivated readers.

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3.1 Reading Engagement: Candidates demonstrate a knowledge of children’s and young adult literature that addresses the diverse developmental, cultural, social, and linguistic needs of all learners. Candidates use strategies to foster learner motivation to read for learning, personal growth, and enjoyment.

3.2 Information Literacy: Candidates know when and why information is needed, where to find it, and how to evaluate, use and communicate it in an ethical manner. Candidates model, promote, and teach critical-thinking and the inquiry process by using multiple literacies.

3.3 Technology-Enabled Learning: 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.​

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Evidence

• Required: LIS 618 Book Talk

  • 3.1, 3.3

• LIS 617 Passport to Multicultural Literature

  • 3.1, 3.2, 3.3

• Additional digital tools

 

How It Aligns

 

The LIS 618 Book Talk was directed at high school students to encourage them to expand their understanding of what a graphic novel can be. The talk introduced three recently published books under the realistic fiction graphic novel category that explored themes of immigration, disability, and resilience. While graphic novels have been exceptionally popular for some time, students may be unaware that there are YA graphic novels that explore the serious historical, cultural, and social issues of our time. These graphic novels address ethical issues that promote critical thinking and a deeper understanding of the human experience. While the book talk focused on three specific books, students were encouraged to conduct their own exploration of this category for books that would most interest them. The short, informal video format of this book talk has become popular with readers of all ages. This is an essential tool for school librarians to be able to communicate with students.

 

Another popular way to directly reach readers is a website. The LIS 617 Passport to Multicultural Literature is a standalone website designed to educate teachers, librarians, parents, and students about diverse picture books—why they’re important, where to find them, and some examples of excellent recently published Latine and Muslim titles. These books serve two purposes: to help members of these communities find themselves in books and to invite students who are not members of these communities to learn more about them. Picture books serve an important bridge between early linguistic skills and visual literacy, helping emerging readers to develop an understanding of the ways in which we use words to describe the world. I selected these particular books because I felt that they represented a significant span of cultural experiences that would also encourage critical thinking about our similarities and differences.

 

In my MLIS program, I have become skilled at a number of digital tools that I find essential in my current school library, including Canva, Powerpoint, video recording and editing, website development (Live Binder, libguides, Wix), and other tools such as Follett Destiny reports.

 

What I Learned​

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• To reach students, you need to meet them not just in the library but in the digital spaces they live including the web and short-form online video.

• When used appropriately, digital resources can provide entertaining multimedia experiences that directly support curriculum and instructional goals.

• While some of the digital tools for librarians are exceptionally easy to master (Canva, Powerpoint), other essential tools can be more challenging but necessary, like video editing and Follett Destiny.

 

Impact on Students and Connection to Best Practices

 

The LIS 618 Book Talk and LIS 617 Passport to Multicultural Literature were developed based on evidence-based library practice, but I have not had the chance to use either in a live library setting. One of the advantages of digital tools is that they do provide a direct connection to digital learners. Short form video is one of the most common formats for reaching middle and high school audiences. Curated websites provide content to make it easier for parents, teachers, librarians, and others who support learners to find high quality content. My expectation is that given the prevalence of these evidence-based tools for encouraging reading engagement, they will be familiar and thus well-received.

 

References

 

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3). https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

 

Troutner, J. (2004). Best Practices for TLs. Teacher Librarian, 31(5), 29–30.