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 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 Integrating Ethical Use of Information into Instructional Practice
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.
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.
American Library Association. (2019). ALA/AASL/CAEP school librarian preparation standards. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf