EDCI 598 Syllabus

This is a generic syllabus that reflects common practices within the course and program. The instructor teaching the course will personalize the information and may change content. Be sure to consult the syllabus for the specific course you are taking. 

Course Description

To be repeated 3 times for a total of 3 credits. Examine library and cultural standards in depth. Apply library standards in the educational setting with the support of a mentor librarian.  Evaluate performance and develop a growth plan.

Course Standards

• CAEP / ALA / AASL School Librarian Preparation Standards
• Indian Education for All Essential Understandings
• Alaska Standards for Culturally Responsive Schools

Learning Outcomes

Each semester, the learner will:

• Develop tools for implementing the National School Library Standards, IEFA Essential Understandings, and Alaska Standards for Culturally Responsive Schools.
• Engage in discussion around topics pertaining to the school library and librarian.
• Complete approximately 30 hours of activities from a pre-approved menu of choices.
• Reflect on activities, synthesizing relevant literature and professional experience.
• Engage in self-reflection and develop a growth plan.

Required Textbooks

American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association. ISBN 978-0-8389-1579-0 Available at the ALA Store,Amazon, and Textbook Rental/Buyback.

Hammond, Z. (2015). Culturally responsive teaching and the brain. Thousand Oaks: Corwin. Available at the Amazon or Textbook Rental/Buyback.

Instructional Methods

This course is conducted completely online. The activities and content will be available asynchronously, meaning you can access and participate as your schedule permits. Any synchronous opportunities (such as web chats) are optional. However, this is not a self-paced course.

Please note that this is a 3-credit course (45 clock hours) compressed into eight weeks. It is necessary to connect 4-6 times per week and spend about 10 hours each week while the course is in session, either online or offline working on course related readings and assignments, to stay current and successfully complete this 3-credit graduate course.

Attendance

“Attendance” in the form of weekly discussion participation is necessary to pass the course (see Assessment for more information). While this is an asynchronous course (i.e., we don’t all show up together at the same time each week), we’ll all contribute when it’s convenient for us each week (the beauty of an online course!). Instructors can be flexible with deadlines because we realize “life happens”; you might get sick or have an illness in the family, have a personal emergency, etc. You are not obligated to share personal details, but please let your instructor know if you are struggling in the course or if you need additional support. We understand how complex and unpredictable life can be and are happy to be flexible with deadlines on a case-by-case basis.

Discussion Guidelines

A major aspect of your expectation is to “dialogue” with your classmates. Each week, you’ll be asked to respond thoughtfully to a discussion prompt based on the course readings and/or assignments. While the hope would be that you would read each classmate’s postings each week, it can get daunting to try and keep up with 20+ individual classmate’s postings. However, try to read as many as you are able.

Each week, please try to choose different classmates to respond to thoughtfully and substantively.

Discussion Posts Criteria

• Your initial discussion posts should include appropriate references to the literature to support your assertions. References may come from class readings or other relevant literature.
• Use APA-style for all citations (in-text and works cited).
• To encourage responses from your classmates, pose critical thinking or advice-based questions within your post.
• Remember that thoughtful responses to your classmates will go beyond “yes, I agree” or “good ” Substantive and thoughtful responses don’t need to be long, but they need to demonstrate that you have put some thought into the topic and perhaps even did some research to make a meaningful response to at least one of your classmates' postings. Insightful comments may include expanding on an idea or a critique of an idea, lesson or proposal made by a classmate; suggesting websites or other materials that will support their endeavors; or pointing out laws or guidelines that might apply, asking probing questions that encourage them to think about a few ideas or new aspect of the problem, etc.
• If you wish to make “pats on the back” or “me, too” comments, (short comments without substantive content), use emojis or send a private comment instead. These comments are not required, but they are often meaningful, appreciated, and helpful to the recipient.
• Make discussion posts a conversation, not a speech. In other words, if a classmate (or the instructor) poses a question or makes a comment that suggests a response, please take a moment to respond.
• Posts and responses need not be lengthy. Try to be concise yet thorough. Remember that we are all busy individuals.

Assessment

This course focuses on application of content from your other courses to the work of being a school librarian and reflection on your professional growth and development. Your engagement with the material and with each other is the most important aspect of your potential growth and learning. Rather than getting points for each item turned in, your grade in this class reflects your participation and engagement and values a growth mindset. 

Your grades for each module are based on completion: Completed = all requirements met; Incomplete = some requirements met; Missing = nothing submitted

Feedback

Comments posted in the discussion channels are for the purpose of growing as a learner, librarian, and educator. These comments, suggestions, and questions are to extend your learning and encourage you to think in new ways. They are not relevant to your grade. If you are asked to revise an assignment for an improved grade, the instructor will post feedback within the grades / assignment section within the course management system. You will have until the end of the course to make the requested changes.

Late and Revised Work

There is no penalty for late work in this class, but you will do better if you stay on top of your work. This course is fast paced and intense. Each time you get behind it gets harder to get caught up and makes more work for you later in the course.

Assessment reflects a moment in time. All assignments and modules can be completed and/or revised at any point during the course up until the final day.

Final Grade

Your final grade is based on the chart below. You must meet all requirements to earn the stated grade. For example, if a candidate has 6 complete items and 2 incomplete items, they will earn a B in the course. A candidate that has 5 complete items, 1 incomplete item, and 2 missing items would earn a D.

Incomplete Policy

Incomplete or "I" grades are processed by the faculty member and approved by the department head. To be considered for an "I" grade, the student must have completed 75% of the course and be passing the course. The form can be retrieved from the academic department.

Grade Review and Other Concerns

If you have a concern about a grade, this issue should be raised with the instructor before going to other levels. For grade review, one should comply with procedures delineated in the Student Handbook.  Please do not wait until the end of the semester if you feel that you are having problems in this class. Let me your instructor how I can help as soon as possible!

Note on Course Sections

EDCI 598 is divided into three sections.

Section 801 is an introduction to school librarianship.

Section 802 focuses on instruction and collaboration. It is recommended learners take this section during a time when they have access to fellow educators and K-12 learners.

Section 803 focuses on professional growth and development.

Section 801 must be taken first. Sections 802 and 803 may be taken in either order.

Section 801: Introduction to School Librarianship

Module 1: Introduction

In this first module of the course, you’ll be introduced to the variety of standards that impact school librarians and learn more about what school librarians actually do.

Module Objectives

• Start a learning journal to track growth and reflections.
• Identify ways that the school library contributes to the broader school community.

Think

• Syllabus
• MSU LMC Program Handbook
• Essential Understandings Regarding Montana Indians
• Alaska Standards for Culturally Responsive Schools
• Alaska Library Standards (2020), available at Alaska Standards and Instruction
• Montana Content Standards for Library Media and Information Literacy (2021), available at OPI Information Literacy – Library Media Standards
• Alaska School Library Handbook
• AASL Standards Framework for Learners, available at National School Library Standards
• Module 1A: Agreements and Module 1B: Introduction from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• TEDx Talks. (2016, Jun 7). Changing the conversation about librarians | Mary Ray | TEDxElCajonSalon [Video]. YouTube. https://www.youtube.com/watch?v=IniFUB7worY
• (2014, Oct 22). The power of school librarians [Video]. YouTube. https://www.youtube.com/watch?v=6eilZJp3_h8
• Greener, C. (2014, Apr 14). What do librarians actually do? [Video]. YouTube. https://www.youtube.com/watch?v=DHaKyjZBWtA
• Rajeswaran, S. (2016, Mar 10). Why school library/librarians are important? – Mini-documentary [Video]. https://www.youtube.com/watch?v=0SWLekWKtg8

Create

None

Share

Respond to two of the following discussion prompts in the Module 1 discussion forum and then read and respond to at least three of your classmates:

• What ideas from your chosen articles resonated with you and why?
• What does your school community do well and in what areas do you feel the school / district needs to improve?
• What do you think the school library may be able to do to facilitate improvements?
• Read over the agreements page in Module 1A of Project READY and spend some time thinking about which of these agreements might be most difficult for you to stick to, and why. What actions can you take now and in the future to hold yourself accountable for these?

Grow

Download the Project READY Journal. You will use this throughout the course to reflect on your learning in the project ready readings. You will be asked to turn in your journal at the conclusion of the course as evidence of completion.

Module 2: Being a Librarian

In this module, you will explore more about what school librarians do through reading, interviewing a school librarian, and reflection. You will also start to consider culturally responsive teaching in more depth and how it might impact your practice as a school librarian.

Module Objectives

• Explore the multiple facets of the job of school librarian.
• Interview a school librarian.
• Consider culturally responsive teaching and its role in the school library.

Think

• Part I – Building Awareness and Knowledge (pp. 11-70). In Hammond, Z. (2015). Culturally responsive teaching and the brain. Thousand Oaks: Corwin.
• Chapter 1: Meet Your New Standards (pp. 3-26). In American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• Module 1B: Introduction from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Khalil, B. (2020). Proving your Worth and Impact as a School Librarian. School Librarian, 68(4), 200–201. https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_proquest_journals_2507258627
• School Librarians: Sample Job Description. Available at AASL. (n.d.). What does a school librarian do? Learning about the job.https://www.ala.org/aasl/about/ed/recruit/learn
• Instructional role of the school librarian. Available at AASL (n.d.). Position statements. https://www.ala.org/aasl/advocacy/resources/statements
• Gal, C. (2019, Oct 30). Role of learning in schools – Seven ways they can help teachers, coaches, & admins. Sadlier’s English language arts blog. https://www.sadlier.com/school/ela-blog/role-of-librarian-in-schools-and-how-librarians-can-help-teachers
• (2019, Oct 3). An interview with a librarian [Video]. YouTube. https://www.youtube.com/watch?v=DRp3wDyyAmk
• Hermon, A. (2021, Jun 25). Raising the profile of the library (and the librarian!) [Podcast]. School Librarians United. https://schoollibrariansunited.libsyn.com/132-raising-the-profile-of-the-library-and-librarian

Create

Interview a school librarian. You may meet in person, over the phone, videoconference, or conduct the interview via email. Ask the following questions, plus any additional questions you wish to add. Write an anonymous summary of your interview and then reflect on what you learned. What surprised you? What questions do you have now?

• Why did you decide to become a school librarian?
• How long have you been in the profession? How have things changed since you started?
• What is the most important aspect of your job?
• What is the most difficulty aspect of your job?
• How does the library fit into the greater mission of the school community?
• When each of the following groups think about the library, how do you think they view the space and services? How would you like them to? Fellow educators, administrators, learners, parents
• How is the library curriculum developed? Are you given a curriculum? Work with educators? Develop your own?
• How do you tie library standards and skills into the school curriculum more broadly?
• How do you stay up to date on trends in the profession?
• Can you point me to the school’s policies and procedures around internet filtering, student privacy, collection development, circulation, and materials challenges? Do you have anything share about any of these policies?

Share

Share your anonymous summary and reflection from your school library interview in the Librarian Interview discussion forum.

Respond to two of the following discussion prompts in the Module 2 discussion forum:

• How does Hammond define “culturally responsive teaching” and what does she say (at various places in the text) that culturally responsive teaching is NOT?
• What are some of the ways that Hammond identifies student cultural individuation or separation form a “mainstream” normative culture? In what ways are your learners culturally distinguishable from this mainstream norm?
• What did you learn from the book’s discussion of neuroscience and learning, and how will it impact your job as a school librarian? Be specific.
• Can you identify an instance in your teaching where you feel your cultural frame of reference interfered with your instruction? Conversely, can you identify an instance in which you exhibited cultural responsiveness and positively impacted your teaching?

Respond to at least three of your classmates from either discussion thread.

Grow

Continue your Project READY journal.

Module 3: Roles and Duties of the School Librarian

Module Objective

• Reflect on learning partnerships in the educational community.
• Identify relevant library and librarian standards.

Think

• Part II – Building Learning Partnerships (pp. 71-120). In Hammond, Z. (2015). In Culturally responsive teaching and the brain. Thousand Oaks: Corwin.
• Chapter 4: Introduction to the School Library Standards (pp. 53-64). In American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• Module 2: History of Race and Racism and Module 3: Getting on the Same Page: Defining Race & Racism from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Berger, R. (2017, Jan 16). The role of the school librarian in teaching and learning. edCircuit. https://edcircuit.com/the-role-of-the-school-librarian-in-teaching-and-learning/
• Johnson, B. (2018, May 9). 10 traits of successful school librarians. The Blue Skunk Blog. http://doug-johnson.squarespace.com/blue-skunk-blog/2018/5/9/10-traits-of-successful-school-librarians.html
• Collazo, L. (n.d.). New school librarian? 10 things you should do first… Readerpants. https://www.readerpants.net/2016/08/new-school-librarian-10-things-you.html
• Sacks, A. (2018, May 29). Why school librarians are the literacy leaders we need. https://docs.google.com/document/d/1WujB244D1kPIumPberk7PrsR5-zW8-IeVnjgCKeVSmo/edit#heading=h.6qmtdki9t200
• Miller, K. (n.d.). 40 most asked librarian interview questions with answers. Future of working: The leadership and career blog. https://futureofworking.com/librarian-interview-questions/
• Manuscripts, Musick, and More. (2022, Apr 2). What does a high school librarian do all day? [Video]. YouTube. https://www.youtube.com/watch?v=UCd7PCNR60o

Create

Choose one of the policies the school librarian you interviewed in module 2 shared with you. Review the school library (chapter 4) and school librarian (chapter 3) standards in the National School Library Standards. If necessary, review How do I read the standards?. Identify 2-3 librarian competencies and/or library alignments that relate to the policy that you identified. Write a brief description of the policy you reviewed (include a link or file if possible), the standards you identified, and your reason for choosing those standards. Share anything you noticed or questions you have from this exercise.

Share

Share your policy description / reflection in the Librarian & Library Standards discussion forum.

Respond to two of the following discussion prompts in the Module 3 discussion forum:

• What are the strengths and limitations of Hammond’s conception of the “learning partnerships” that should be established between learner and educator?
• To what extent are you an “ally” or a “warm defender” of your learners? How can you become more of an ally and warm demander? Are the benefits of doing so worth the costs?
• In general, do your learners have a growth mindset? What factors influence your learners’ growth mindset, and how do you intervene to impact those factors?
• Think about the information presented in the Project READY reading. What familiar or personal connections do you have to these topics? How does that inform your understanding?

Respond to at least three of your classmates from either discussion thread. You do not need to share your reflections in this module.

Grow

Continue your Project READY journal.

Module 4: Curriculum & Instruction

In this module, you will explore school library instruction and collaboration by examining what school librarians teach and how they teach it.

Module Objectives

• Interview a school librarian or classroom teacher about collaboration.
• Examine the role of the school librarian as teacher.
• Identify methods to increase the intellective capacity of learners.

Think

• Module 4: Implicit Bias & Microaggressions and Module 5: Systems of Inequality from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/
• Part III – Building Intellective Capacity (pp. 121-150). In Hammond, Z. (2015). Culturally responsive teaching and the brain. Thousand Oaks: Corwin.
• Chapter 3: Introduction to the School Librarian Standards (pp. 31 – 52). In American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• The school librarian’s role in reading. (2020). Available at Position Statements. (n.d.) American Association of School Librarians. https://www.ala.org/aasl/advocacy/resources/statements
• Position Statement on School Library Scheduling. (2019). Available at Position Statements. (n.d.) American Association of School Librarians. https://www.ala.org/aasl/advocacy/resources/statements

• Kindle, K. J. (n.d.) Vocabulary development during read alouds: Primary practices. Reading Rockets. https://www.readingrockets.org/topics/reading-aloud/articles/vocabulary-development-during-read-alouds-primary-practices#skip-to-main
• O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension. Psychological Science, 30(9), 1344–1351. https://doi.org/10.1177/0956797619862276
• Dollisco, W. & L. Cochran. (2017, Nov 16). Why students don’t read anymore. The Web. https://www.ameshighweb.com/showcase/2017/11/16/why-students-dont-read-anymore/
• Ross, T. (2023, Jun 16). 10 tips for increasing teacher and librarian collaboration in schools. EBSCO. https://www.ceesa.org/10-tips-for-increasing-teacher-and-librarian-collaboration-in-schools/
• 6 tips for teacher-librarian collaboration. (2018, Aug 1). Staying Cool in the Library. https://www.stayingcoolinthelibrary.us/6-tips-for-teacherlibrarian/
• Breaking down the AASL National School Library Standards. (n.d.) Elementary Librarian. https://elementarylibrarian.com/breaking-down-the-aasl-national-school-library-standards/
• The Model Curriculum, Part 3. Available at Model curriculum for Pennsylvania school library programs. (2012). Pennsylvania School Librarians Association. https://www.psla.org/model-curriculum-for-pa-school-library-programs

Create

Interview a school librarian or a classroom teacher using the questions below. Add your own questions as desired. You may conduct your interview using whatever method is easiest for you (phone, videoconference, email, in person). Write a brief anonymized summary of your interview. Be sure to include information on the grade level / subjects taught for the individual you interviewed. Write a reflection that includes areas where you were surprised, new things you learned, and questions you have.

School Librarian Questions:

• What is the most important thing a school librarian teaches?
• Are you on a fixed or flex schedule? Would you prefer to be on a different schedule? Explain.
• Do you collaborate with other educators in your school? Why or why not?
• What are the biggest barriers to collaboration?
• What are the biggest strengths to collaboration?
• How do you assess learner progress?
• How do you identify other educators to collaborate with? What do you do to encourage collaboration?

Classroom Teacher Questions:

• What do you think the school librarian teaches?
• Have you ever collaborated with your school librarian? Why or why not?
• What are the biggest barriers to collaboration?
• What are the biggest strengths to collaboration?
• Are you familiar with the school library standards for your state? Nationally?
• What information literacy, research, or digital citizenship skills do you teach?

Share

Share your anonymized interview summary and reflection in the Collaboration discussion forum.

Respond to two of the following discussion prompts in the Module 4 discussion forum:

• Share two passages from Culturally Responsive Teaching and the Brain that you find especially significant or meaningful and explain your selections and how they relate to one another.
• Summarize the main argument of the book. Do you find it convincing? Explain.
• Identify an important area of the text where you disagree with Hammond. Summarize the argument and explain why you disagree. Is your disagreement important to the overall argument Hammond is making?
• What are Hammond’s key recommendations to educators in their efforts to build intellective capacity? In what ways does she connect these recommendations to cultural responsiveness? Do you find these recommendations and connections convincing? Why or why not?

Respond to at least three of your classmates from either discussion thread.

Grow

Continue your Project READY journal.

Additionally, complete a mid-semester check in using the method indicated by your instructor. You will be asked to answer the following questions:

• Have you participated in all module discussions in a timely manner?
• Have you responded to at least three of your classmates each module?
• Are you compiling your learning journal?
• How many times have you met with your mentor?
• In what areas do you feel successful?
• What challenges have you encountered?
• What questions do you have at this stage of your learning journey?

Module 5: Trends in School Librarianship

Now that you have a better understanding of what a school librarian does, it’s time to consider how the profession is changing and what the future may hold. In this module, you will examine potential trends in the education and librarianship profession and consider how they may impact your practice as a (future) school librarian.

Module Objectives

• Identify trends in the school library profession and how they will impact your practice.

Think

• (n.d.) Center for the Future of Libraries. American Library Association. https://www.ala.org/tools/future/trends
• Module 6: Indigeneity and Colonialism and Module 7: Exploring Cultural Competency & Cultural Humility from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Rosen, P. (n.d.). What is Accelerated Reader? Understood. https://www.understood.org/en/articles/accelerated-reader-what-you-need-to-know
• Ultimate makerspace resource guide (n.d.). com. https://www.makerspaces.com/makerspace-guide-school-and-library/
• Future Ready Librarians® hub. (n.d.). All4Ed. https://all4ed.org/future-ready-librarians-hub/
• Pennington, C. (2020, May 11). The future of education needs school librarians. Knowledge Quest. https://knowledgequest.aasl.org/the-future-of-education-needs-school-librarians/
• Curry Lance, K. & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Kappan. https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/
• Lynch, M. (2016, Jan 19). Libraries of the future: Where trends are taking K-12 public school libraries. The Edvocate. https://www.theedadvocate.org/libraries-of-the-future-where-trends-are-taking-k-12-public-school-libraries/
• School libraries 2021: Impact, obstacles, and the fight for the future. (2021, Nov 1). School Library Journal. https://www.slj.com/story/school-libraries-2021-impact-obstacles-and-the-fight-for-the-future
• Zins, A. (2021, Apr 11). School librarians grapple with how to deal with problematic classics. The News-Gazette. https://www.news-gazette.com/news/local/education/school-librarians-grapple-with-how-to-deal-with-problematic-classics/article_94839ac7-e9e4-5e99-ae49-8a05449d379f.html
• What are habits of mind? (n.d.) The Institute for Habits of Mind. https://www.habitsofmindinstitute.org/learning-the-habits/
• 10 popular educational trends and what you need to know. (2022, Jan 14). org. https://www.waterford.org/education/educational-trends-for-teachers/
• Rudes, J. (2022, Jul). Manga and social-emotional learning. Booklist. https://www.booklistonline.com/Manga-and-Social-Emotional-Learning/pid=9762748

Create

Identify 5-8 important trends in school libraries and write a brief description of each trend and why it’s important. You may identify trends from the module Think and/or locate additional resources to help flesh out your response.

Share

Share the trends your identified and then respond to two of the following discussion prompts in the Module 5 discussion forum:

• What trends do you see in your school community? Which do you see as positive additions and which as negative? Explain.
• What do you think learners need from school? How can librarians help meet those needs?
• What is / will be your priority when creating library lessons / curriculum?
• What examples of alternative cultures are evident in your library? How might you change current practices to challenge and disrupt white supremacy culture in your library?
• Why should library staff and educators care about culture competency and cultural humility?

Grow

Continue your Project READY journal.

Module 6: Challenges

In this module, you’ll examine some of the challenges facing our youth and the impact they have on the educational environment.

Module Objectives

• Identify and explore the challenges within the profession.

Think

• Choose three sections based on your needs and interests from Merculieff, I., & L. Roderick. (2013). Stop talking: Indigenous ways of teaching and learning and difficult dialogues in higher education. Anchorage: University of Alaska Anchorage. https://www.uaa.alaska.edu/academics/institutional-effectiveness/departments/center-for-advancing-faculty-excellence/difficult-dialogues/handbooks/stop-talking/index.cshtml
• Cala, C. Carrillo, S., Drummond, S., Donnella, L., & S. Yellowhorse Kesler. (2022, Apr 6). A new movement on standing rock [Podcast]. Code Switch. National Public Radio. https://www.npr.org/sections/codeswitch/2022/04/04/1090825396/a-new-movement-on-standing-rock
• Module 9: Racial and Ethnic Identity Development and Module 10: Unpacking Whiteness from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Waldman, A., & E.L. Green. (2018). District of despair: On a Montana reservation, schools favor whites over Native Americans. ProPublica. https://www.propublica.org/article/education-discrimination-montana-reservation-schools-favor-whites-over-native-americans
• McCausland, P., Chuck, E., & A. Flanagan. (2018, Aug 28). Montana had the highest suicide rate in the country. Then budget cuts hit. NBC News. https://www.nbcnews.com/news/us-news/montana-had-highest-suicide-rate-country-then-budget-cuts-hit-n904246
• Stolzfus, K. (2018, Mar 6). A pediatrician’s advice for treating student trauma. Education Week. https://www.edweek.org/leadership/opinion-a-pediatricians-advice-for-treating-student-trauma/2018/03
• Macia, K. (2019, Jan 7). In Montana, Native American students face persistent racial discrimination, and it’s killing them. Daily Kos. https://www.dailykos.com/stories/2019/1/7/1824315/-In-Montana-Native-American-students-face-persistent-racial-discrimination-and-it-s-killing-them
• Ciotti, K., Shriner, M., & B. Shriner. (2019). Leadership for Indigenous education: Culture-based communication and the impact on student achievement in Hawaii. Journal of International Education and Leadership, 9(2). https://eric.ed.gov/?q=Leadership+for+Indigenous+Education%3a++Culture-Based+Communication+and+the+Impact++On+Student+Achievement+in+Hawaii+&id=EJ1234689
• Stanfield, J. (n.d.). Understanding trauma & how to help students deal with it. James Stanfield. https://stanfield.com/understand-trauma-help-students/
• Lembke, A. (2021, Aug 13). Digital addictions are drowning us in dopamine. The Wall Street Journal. https://www.wsj.com/articles/digital-addictions-are-drowning-us-in-dopamine-11628861572
• Zook, C. (2023, Mar 18). What is digital citizenship & how do you teach it? https://www.aeseducation.com/blog/what-is-digital-citizenship
• Privacy. (n.d.). American Library Association. https://www.ala.org/advocacy/node/466/
• Rizga, K. (2020, Apr 4). The Alaska Native teacher upending the legacy of colonial education. The Atlantic. https://www.theatlantic.com/education/archive/2020/04/teaching-native-culture-in-alaskas-classrooms/609292/
• DeWitt, P. (2022, Dec 2). 11 critical issues faces educators in 2023. Education Week. https://www.edweek.org/teaching-learning/opinion-11-critical-issues-facing-educators-in-2023/2022/12
• Glazar, E. (2023, Jul 31). Library director fired after refusing to resign. Gillette News Record. https://www.gillettenewsrecord.com/news/local/article_748da054-d543-595c-896c-4d020be9570d.html

Create

None

Share & Grow

Respond to two of the following discussion prompts in the Module 6 discussion forum and then respond to at least three of your classmates.

• Stop Talking explains how [Alaska Native] elders teach ways of living that respect the earth and all its life forms. Should our educational systems do the same? How much we change our teaching to reflect this value?
• What prompted the founders of Mní Wičhóni Nakíčižiŋ Wóuŋspe to start their own school? In the interview, the founders talk about how learners will earn an English credit with a prayer journey to the Black Hills, a biology credit for a buffalo hunt, and learn history from elders in their community. Are these things you can do in your schools now? Why or why not?
• As the librarian, what can you do to increase the use of culturally responsive education strategies within your school community?
• According to Ilarion Merculieff and Libby Roederick, what does it mean to be a real human being? What does that mean to you?
• What does it mean to Indigenize the curriculum? What is the value of doing this? Do you prefer the term Indigenizing or decolonizing education? Why? What are the implications of these word choices?
• Does your school provide resources and programs that support positive racial identify and development in youth of color and Indigenous youth? Does the curriculum include stories or resistance, not just stories of victimization?

Grow

Continue your Project READY journal.

Module 7: Librarians as Leaders

School librarians have the unique opportunity to work with every learner and every educator in their school community. This puts them in a position to serve as leaders in the community.

Module Objectives

• Describe a professional development session you could provide to your school community.
• Reflect on the skills and resources you need to be a leader in your school community.

Think

• Chapter 14: Evaluating School Libraries in American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• Module 11: Confronting Colorblindness and Neutrality and Module 12: Equity Versus Equality, Diversity versus Inclusion from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Whitehead, T. (2015, Feb 15). Librarians as PD leaders. Mighty Little Librarian. http://www.mightylittlelibrarian.com/?p=1274
• (2013, Nov 25). Librarians as leaders [Video]. YouTube. https://www.youtube.com/watch?v=3Rf-CJZRS5k
• Dando, P. (2016, Jun 20). Librarians as instructional leaders | Take the lead. School Library Journal. https://www.slj.com/story/librarians-as-instructional-leaders-take-the-lead
• Miller, A. (2017, Aug 10). But my principal won’t let me! Leadership, advocacy, & some rebel yell from the library. Knowledge Quest. https://knowledgequest.aasl.org/principal-wont-let-leadership-advocacy-rebel-yell-library/
• Saunders, L. (2011). Librarians as teacher leaders: Definitions, Challenges, and Opportunities. ACRL 15^th National Conference, “A Declaration of Interdependence.” https://alair.ala.org/handle/11213/18233
• Dooney, S. M. (2021). Establishing school library leadership as a first-year school librarian. Knowledge Quest, 50(2), 38+. https://link-gale-com.proxybz.lib.montana.edu/apps/doc/A684613343/AONE?u=mtlib_1_1123&sid=bookmark-AONE&xid=acd5a29f

Create

Create an outline for a professional development session for your staff that educates them on a topic related to library resources and services. You do not need to fully flesh out the PD or present it. Be prepared to discuss the need that your PD will fulfill for your staff and why you choose that topic.

Share

Share your PD idea in the Professional Development discussion forum in Module 7. Be sure to explain why you choose that topic.

Respond to the following discussion prompts in the Module 7 discussion forum:

• Describe three ways you would be comfortable being a leader in your school. What skills or resources would you need to be successful?
• Consider access and equity in the context of your school library. Are access and equity synonymous? What might equity look like in library services?

Respond to at least three of your classmates in either discussion thread.

Grow

Continue your Project READY journal.

Module 8: Review & Professional Growth

In the final module of the semester, you will have an opportunity to fill in any gaps of personal or professional interest. You will also identify areas where you have grown this semester and identify a learning goal for next semester.

Module Objectives

• Complete a self-evaluation aligned to the ALA / AASL / CAEP School Librarian Preparation Program Standards, Montana’s Indian Education for All Essential Understandings, and Alaska’s Standards for Culturally Responsive Educators.
• Write a library specific SMARTIE goal to work on next semester.

Think

• Module 13: Allies & Antiracism from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Additionally, review the Think resources from Modules 1 through 7 and identify at least three that you did not have an opportunity to review previously and would like to read / view.

Create

Complete the MCU LMC Candidate Evaluation, following the instructions in the “Instructions” tab.

Use the SMARTIE Goals Worksheet to develop a SMARTIE goal related to one or more of the standards in the MSU LMC Candidate Evaluation.

Share

In the Module 8 discussion forum, share the resources you read / viewed and 2-4 of the most important concepts you learned. Additionally, share your SMARTIE goal for your next semester of the program.

Grow

Complete the Module prompts from the Project READY journal. Turn in your journal, completed through Module 13.

Section 802: School Library Instruction and Collaboration

Module 1: Introduction to Collaborative Unit Assignment

In this module, you will be introduced to the course structure and the Collaborative Unit Assignment, which you will work on throughout the semester.

Module Objectives

• Identify a topic, grade level, and collaborator for a collaborative instruction project.
• Consider the role of the modern school library.

Think

• Read through the full Collaborative Instruction Project instructions so you know what to expect.
• Chapter 2: Introduction to the Learner Standards from American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• Module 14: (In)Equity in the Educational System from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• TEDx Talks. (2016, Apr 6). The dangerous myths about libraries | Laurinda Thomas | TEDxWellington [Video]. YouTube. https://www.youtube.com/watch?v=sdQwrhxw8LM
• TED Talks. (2019, Jun 13). How libraries change lives | Ciara Eastell | TEDxExeter [Video]. YouTube. https://www.youtube.com/watch?v=Tvt-lHZBUwU
• The making of the modern librarian: The value of school libraries. (2020, Dec 1). eSchooNews. https://www.eschoolnews.com/innovative-teaching/2020/12/01/the-making-of-the-modern-librarian-the-value-of-school-libraries/
• Curry Lance, K., & D. E. Kachel. (2018, Mar 16). Why school librarians matter: What years of research tell us. Kappan. https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/
• DeCourcy Hinds, J. (2015, Mar 09). How to build a school library from scratch. School Library Journal. https://www.slj.com/story/how-to-build-a-school-library-from-scratch

Create

Step One: Identify Your Collaborator

To teach collaboratively, you need a collaborator! But before we talk about how to find one, let’s delve into why you want one in the first place. As a school librarian, you have limited (or no!) time with students unless a classroom teacher is involved. Working with another educator effectively extends learners' time working on library standards. Additionally, when library standards are integrated into the classroom curriculum, learners are much more likely to master and retain those skills.

So how do you find another educator to work with? You ask! There is no one right way to approach another teacher in your building and ask to work together. You may find it helpful to visit teachers during their PLC time and offer a general invitation. You can present during a staff meeting. You may also want to send out an email invite. However, you are likely to be most effective when you personalize your ask. In other words, ask one educator to work with you in a specific way.

For example, Mary knows that George’s 9th-grade science class is getting ready for the annual science fair. What a perfect opportunity to integrate information literacy skills! Mary approaches George before school one day and asks him to tell her a little more about the science fair. She shares that the library standards are a great fit for this type of project, and she’d be happy to offer instruction to his students in how to find information in the library’s databases, how to synthesize their notes, or perhaps how to cite their sources. Like many educators, George is busy, so Mary offers to look at his unit plan and offer one or two places where she could provide instruction.

The best collaboration involves co-planning, co-teaching, and co-assessing, but this will be Mary’s first time collaborating with George so she’s going to start small and be realistic.

Submit the following information to your instructor:

• Who will you collaborate with?
• What grade level(s) do they teach?
• What subject do they teach?
• What topic/unit will you be working on together?

Review the Project Rubric

At the conclusion of the project, you will be evaluated using the following rubric.

Share

In the Module 1 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate.

• What groups of students are most impacted by discipline disparities?
• How do the three forms of educational inequity – the resource debt, the discipline debt, and the achievement debt – work together and shape one another?
• How might you use the AASL Standards Framework for Learners in your efforts to address inequity in the school library?

In the Resource forum share the optional item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Resume your Project READY journal from your last semester of the practicum. If you need a new copy, the journal can be downloaded from Project READY Module 1A. Depending on the order of your Practicum Sessions, you may find that you are engaging in the modules out of order; that is fine.

Module 2: Role of the School Library

Examine the role of the school library from an instructional perspective.

Module Objectives

• Write learning objectives aligned to the national school library standards.
• Reflect on the instructional role of the school librarian.

Think

• Module 15: (In)Equity in Libraries from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Read the following positions statements from AASL. (n.d.). Position statements. https://www.ala.org/aasl/advocacy/resources/statements

• Role of the School Library (2019)
• Instructional Role of the School Librarian (2020)
• Definition of an Effective School Librarian (2018)

Choose one or more of the following:

• Purpose of the school library. (n.d.). National Library of New Zealand. https://natlib.govt.nz/schools/school-libraries/understanding-school-libraries/purpose-of-the-school-library
• Roche, C. (2018). Making the library the true heart of the school. School Catalogue Information Service. https://www.scisdata.com/connections/issue-105/making-the-library-the-true-heart-of-the-school/
• American Library Association. (2019, May 31). Thurgood Marshall Middle School – The library is the heart of the school [Video]. YouTube. https://www.youtube.com/watch?v=bKwePnkjGgM
• Clarkin, A. (2021, Mar 15). A/V Club, Vrikshasana, and voting: 5 unique school library programs. Book Riot. https://bookriot.com/school-library-programs/
• IFLA school library guidelines (2^nd). (2015). International Federation of Library Associations and Institutions. https://repository.ifla.org/handle/123456789/58
• Robinson, D. E., & McNary, S. W. (2021). School Library Instruction: Does Teaching Experience Matter? School Library Research,https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_eric_primary_EJ1302477

Create

Step Two: Define Your Learning Outcomes

Now that you have a collaborator and a topic of study, it’s time to define your learning outcomes. What do you want your learners to know and be able to do at the end of the learning activities? This will involve both content standards and library standards.

Start by identifying the standards, and then identify the learning outcomes. Remember that the learner competencies in the National School Library Standards are written generally. The outcomes you write will need to be specific to your learners.

For example, Mary and George decide to address three library learner competencies in their unit plan: I.A.1, IV.A.3, and VI.B.1. There may be other relevant library standards at play in the unit, but they’ve decided to focus on these three to make the work manageable and focused. For each standard, they have written a learning outcome that is developmentally appropriate and applies to the overarching unit goals.

I.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.

Learning Outcome: Learners will write a research question that can be investigated using the scientific method.

IV.A.3: Learners act on an information need by making critical choices about information sources to use.

Learning Outcome: Learners will determine which library databases are most appropriate for their information need and locate information from three different types of sources (i.e., website, newspaper, journal article).

VI.B.1: Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by ethically using and reproducing others’ work.

Learning Outcome: Learners will cite sources using MLA citation style in a references page and using in-text citations on their project posters.

You might find How to: Writing Objectives from Foundations of Education useful. Note, you are not required to include the Depth of Knowledge for this assignment. You should reference the relevant national and/or state standards.

Submit the following to your instructor:

• What learner standards will you be assessing?
• What are your learning outcomes for those standards?

Share

In the Module 2 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate.  

• Does your library have behavior or conduct policies that are library specific? Review your policies through a equity lens. Are there policies that might be inequitable? Are there policies that might be applied or enforced inequitably? How might you improve your policy or enforcement practices to avoid these pitfalls?
• If you don’t have a library specific behavior policy in your school, examine your general school policy; or consider creating a behavior policy for your library. What would it look like?

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions. Then, respond to three of your classmates:

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue your Project READY journal.

Module 3: Supporting Educators & Development Assessments

Module Objectives

• Develop an assessment to measure learner growth.

Think

• Chapter 12: Measuring Learning Growth (pp. 129 – 146) from American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
• Chapter 13: Assessment of Student Learning (pp. 242 – 257) from Donham, J., & Sims, C. (2020). Enhancing teaching and learning: A leadership guide for school librarians. American Library Association.
• Module 16: Building Relationships with Individuals from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Paciotti, B. (2018, Jul 4). 12 ways a school librarian can help teachers. 2 Peas and a Dog. https://www.2peasandadog.com/2018/07/12-ways-a-school-librarian-can-help-teachers.html
• Curry Lance, K. & L. Hofschire. (2011, Sep 1). Something to shout about: New research shows that more librarians means higher reading score. School Library Journal. https://www.slj.com/story/something-to-shout-about-new-research-shows-that-more-librarians-means-higher-reading-scores
• Sturge, J. (2019). Assessing Readiness for School Library Collaboration. Knowledge Quest, 47(3), 24–. https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_eric_primary_EJ1201069
• Vocab Gal. (2019, Oct 30). Role of librarian in schools – seven ways they can help teachers, coaches, & admins. Sadlier’s English language arts blog. https://www.sadlier.com/school/ela-blog/role-of-librarian-in-schools-and-how-librarians-can-help-teachers
• Collaborations and partnerships. (n.d.). National Library of New Zealand. https://natlib.govt.nz/schools/school-libraries/library-services-for-teaching-and-learning/developing-library-services/collaborations-and-partnerships
• James, C. (2016, Nov 9). Embracing the space between fixed and flex schedules. Knowledge Quest. https://knowledgequest.aasl.org/embracing-space-fixed-flex-schedules/

Create

Step Three: Develop Your Assessments

Using a backward design method of instructional design, it is now time to develop the assessments that align with the learning outcomes. Learning outcomes may each be assessed in a separate way or combined into a single assessment. Developing the assessment involves designing the learning task and creating the rubric, checklist, observation protocol, or other metric that will be used to assess learners.

In our example, Mary and George design two assessments. The first one asks learners to write a research question for their science fair project that can be investigated using the scientific method. For this assessment, which measures standard I.A.1, learners either pass or fail.

In the other assessment, learners' project boards are assessed. In this one, a rubric is used, like this one:

This is a collaborative project, and you may not have complete control of the assessments. Teachers may have assessments they already use and are unwilling to modify. Do the best you can with what you have. 

If you need guidance, consult your mentor. You may also find the following helpful for the Berkeley Center for Teaching & Learning: Rubrics, Design Effective Assessments, and Example Assessment Approaches.

Submit the following information to your instructor:

• What assessments are used in the lesson / unit?
• Were you able to collaboratively draft assessment(s)? If so, please attach them.
• If you were not able to collaboratively draft assessments, why do you think that was?
• Complete this collaboration chart that indicates what each educator will do during the learning activities.

Share

In the Module 3 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Does your school library prioritize forming positive relationships with youth? With other educators? How so? If not, what sort of training, resources, or support do you need to improve those relationships? How does the culture of the school play a role?

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue your Project READY journal.

Module 4: Teaching in the Library

Module Objectives

• Collaboratively design a lesson / unit plan.
• Identify strategies for inclusion and differentiation.

Think

• Module 17: Culturally Sustaining Pedagogy and Module 18: “Levelling Up” Your Instruction with the Banks Framework from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Create

Step Four: Plan Your Instructional Activities

Work with your collaborator to plan the instructional activities. If you can sit down together and share ideas, your work will be stronger for it. However, you can also work asynchronously in a shared document; or you can divide up the work and each work on your component parts. Whatever method you use to plan your instructional activities, you’ll want to include the full lesson / unit plan, not just the part you are responsible for.

Step Five: Differentiate and Include

While you are planning with your co-educator, consider the following:

• Are there individual students that will need accommodations? What are their needs that must be accounted for?
• What reading levels do you need to account for?
• How will you ensure resources meet the wide needs of learners? Consider the reading level, modality, and representation across the resources you will utilize.
• How will you ensure the resources you present include a wide range of perspectives?
• What will you do to amplify learner voice and choice?
• What culturally responsive pedagogical strategies will you employ?
• Compile a list (or link to) the resources you will use in support of the learning activities.

Self-Assess

Use the project rubric (see Module 1) to evaluate your work up to this point. Not all components will be relevant at this stage.

Submit the following information to your instructor:

• Attach a lesson / unit plan that roughs out what learners will do and includes formative assessment checkpoints.
• Explain the rationale for the activities. How does each activity build on the previous one? How do they connect to standards / learning outcomes?
• Provide an overview of how you will differentiate instruction and ensure that all learners are included equitable in the learning opportunities.

Share

In the Module 4 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Brainstorm how you would transform the lesson described below at each level of the Banks framework: contributions, additive, transformation, and social action.
  • Content area standard: CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • Topic: Recent hurricanes (Harvey, Irma, & Maria)
  • Current Lesson (Level 0): Students read and compare two different news stories about the hurricanes from major news outlets.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue the Project READY journal.

Module 5: Organization and Tech

Module Objectives

• Engage in collaborative instruction.
• Reflect on the role of libraries as inclusive spaces.
• Identify strategies for improving classroom management in the school library.

Think

• Merga, M. K. (2021, Jul 21). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6). https://doi.org/10.1080/01930826.2021.1947056
• Module 19: Student Voice & Agency and Module 20: Talking about Race from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• NSLA Organization. (2018, Sep 11). Classroom management for school libraries [Video]. YouTube. https://www.youtube.com/watch?v=2Zgq92UjLUY
• 10 tips on classroom management for librarian. (2022, Nov 22). Staying Cool in the Library. https://www.stayingcoolinthelibrary.us/10-tips-on-classroom-management-for-librarians/
• Behavior management in the library. (n.d.). Elementary Librarian. https://elementarylibrarian.com/behavior-management-in-the-library/
• Classroom management in the library (Part I). Routines and procedures. (2021, Jul 28). Sowing Seeds Librarian. https://sowingseedslibrarian.com/2021/07/28/classroom%e2%80%8c-%e2%80%8cmanagement%e2%80%8c-%e2%80%8cin%e2%80%8c-%e2%80%8cthe%e2%80%8c-%e2%80%8clibrary%e2%80%8c-%e2%80%8cpart%e2%80%8c-%e2%80%8c1-%e2%80%8c-%e2%80%8croutines%e2%80%8c-%e2%80%8ca/
• Rendina, G. (2015, Jan 28). 6 ways to rethink your library space and make it amazing. Renovated Learning. http://www.renovatedlearning.com/2015/01/28/rethinking-our-library-space/
• Hughes, H. (2019). (Re)designing the library through school community participation. Schools Catalogue Information Service. https://www.scisdata.com/connections/issue-111/re-designing-the-library-through-school-community-participation/

Create

Step Six: Teach!

It’s time to teach your lessons. Before you do so, make sure expectations are clear between you and your collaborator. Will both of you be in the library? Classroom? What will each person be doing during the learning activities? Who will be assessing student work, or will you be doing that together?

If you are working on a multiple-lesson plan, be sure to check in between lessons to make sure things are on track and make any adjustments necessary.

Remember that this is a learning journey for you as well as your learners. Keep a growth mindset!

Share

In the Module 5 forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Name three ways that library staff can work with youth to cultivate their voices and express their agency. Think creatively and boldly.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions. Then, respond to three of your classmates:

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Optionally, use the Collaboration Help forum as needed to share ideas and questions with your classmates.

Grow

Continue your Project READY journal.

Module 6: Collaborating with the Community

Module Objectives

• Identify strategies for collaboration with the broader school community.

Think

• Parent advocate toolkit. (n.d.). American Association of School Librarians. https://www.ala.org/aasl/advocacy/tools/toolkits/parent-advocate#top
• Module 21: Assessing Your Current Practice from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• News: Calendar of Events & Celebrations (2020, Jan 30). Programming Librarian. https://programminglibrarian.org/articles/calendar-events-celebrations
• D’Orio, W. (2021, Oct 25). The fine art of working with parent volunteers. School Library Journal. https://www.schoollibraryjournal.com/story/the-fine-art-of-working-with-parent-volunteers
• National library week activities celebrate Children’s Book Week. (n.d.). Education World. https://www.educationworld.com/a_special/national_library_week.shtml
• Knutson, J. (2017, Aug 23). Improving your parent-outreach strategy. Edutopia. https://www.edutopia.org/article/improving-your-parent-outreach-strategy
• Grant, R. (2021). How Memphis created the nation’s most innovative public library. Smithsonian Magazine.https://www.smithsonianmag.com/innovation/memphis-created-nations-innovative-public-library-180978844/
• Johnson, A. (2018, Nov 1). Outside-the-box outreach. American Libraries. https://americanlibrariesmagazine.org/2018/11/01/outside-the-box-library-outreach/
• Public Library and School Library Collaboration Toolkit from Toolkits. (n.d.). American Association of School Librarians. https://www.ala.org/aasl/advocacy/tools/toolkits
• Celebration weeks & promotional events. (n.d.). American Library Association. https://www.ala.org/conferencesevents/celebrationweeks

Create

Step Six: Teach! Continued

Continue to work on your lesson / unit plan. Take observational notes. What works? What doesn’t? How do learners perform? Are they engaged? How is the collaborative relationship working? What does each educator bring to the working relationship?

School Community Overview

Compile the following information as a means of understanding your school community. If you are unable to find / access this information for your specific community, use Find The Best K-12 Schools - U.S. News Education (usnews.com) to locate as much information as you can. You will summarize your findings in the module 5 discussion forum.

• Gender mix
• Languages spoken at home
• % of English language learners
• Number of students reading below grade level
• Is there a local public library that students can access easily? Does your school have an established relationships with the public library?
• Does your school have a separate tech program or is it part of the library?
• How is library use scheduled?
• % of students receiving free or reduced lunch
• How do teachers currently use your school library?
• Are there / will there be learning spaces or innovative learning environments?
• Describe any programs involving library use by parents, families, and community members.
• Describe any other community initiatives that might impact student literacy or learning.

Share

In the Module 6 forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Share a brief list of events that your school holds, including events held by the school library. What is the purpose / objective of these events? Are there too many to manage? Are there not enough? Describe your favorite in more depth; share what you like about this event and what you might do to improve it. Optionally, share one you would like to discontinue and explain why.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions. Then, respond to three of your classmates:

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more classmates in either discussion forum.

Optionally, use the Collaboration Helpforum as needed to share ideas and questions with your classmates.

Grow

Continue your Project READY journal.

Module 7: Challenges in the Field - Instruction

Module Objectives

• Identify instructional challenges for school librarians and potential solutions.

Think

• 7 challenges for school libraries – revisited. (2019, Aug 13). Softlink Blog. https://www.softlinkint.com/blog/7-challenges-for-school-libraries-revisited/
• Culturally responsive teaching: Tips and strategies for educators. (2021, Feb 4). Waterford.org. https://www.waterford.org/education/culturally-responsive-teaching/
• Module 22: Transforming Library Instruction from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Greenberg, K. (2019, Oct 28). Welcoming students with special needs to the library. Knowledge Quest. https://knowledgequest.aasl.org/welcoming-students-with-special-needs-to-the-library/
• Grassi, R. (2016, Jul 2). Serving children with disabilities in libraries: A beginner’s guide. ALSC Blog. https://www.alsc.ala.org/blog/2016/07/serving-children-disabilities-libraries-beginners-guide/
• Schlosser, M. (2021, Dec 15). Culturally responsive teaching in the school library. Knowledge Quest. https://www.alsc.ala.org/blog/2016/07/serving-children-disabilities-libraries-beginners-guide/
• Calia-Lotz, G., & C. Conley. (n.d.). Keeping up with… culturally responsive teaching. Keeping up with. https://www.ala.org/acrl/publications/keeping_up_with/crt
• Parrott, K. (2018, Mar 7). A diversity & cultural literacy toolkit. School Library Journal. https://www.slj.com/story/diversity-cultural-literacy-toolkit

Create

Step Six: Teach! Continued

Continue to work on your lesson / unit plan. Take observational notes. What works? What doesn’t? How do learners perform? Are they engaged? How is the collaborative relationship working? What does each educator bring to the working relationship?

Don’t forget to collect assessment data, both formative and summative!

Share

In the Module 7 forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Choose one of the nine features of effective library instruction and list 3-5 specific ways that a library might embody that feature. Try to think creatively and expand beyond the ideas you’ve already seen presented in the course.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Optionally, use the Collaboration Help forum as needed to share ideas and questions with your classmates.

Grow

Continue your Project READY Journal.

Module 8: Assess and Reflect

Module Objectives

• Reflect on your collaboratively instruction project.
• Present to classmates.

Think

None.

Create

Reflect

It’s time to assess learners’ final work and reflect on the process. If you can do this alongside your collaborator, even better! Write a reflection that addresses the following.

·       Did learners meet the learning outcomes? Why or why not? How do you know? Share details of the assessment results without violating any student privacy (i.e., black out names, be anonymous).

·       What would you do differently next time to ensure (greater) student growth?

·       What are the next steps? What should learners do next to further develop and practice these skills?

·       Reflect on the collaborative relationship. What worked? What didn’t? How might you improve the relationship in the future?

Present

Create a 3- to 7-minute presentation that provides an overview of your lesson / unit plan, process, and outcomes.

Self-Assess

Use the project rubric (see Module 1) to self-assess your work.

Share

Share a link (be sure the permissions are set properly) or upload a copy of your Lesson / Unit Plan AND your presentation to the Module 8 discussion forum.

Respond to three or more of your classmates. Consider the following guide to structure your responses: 3 things you liked about their post; 2 ideas you have for them; 1 question you have about their project.

Grow

Submit your Project READY Journal with completed entries for Modules 14 – 22.

Submit your written reflection from the Module Create.

Section 803: Professional Growth

Module 1: Introduction

Module Objectives

• Reflect on what makes an effective library spaces and identify strategies to implement positive change

Think

• Syllabus
• Professional Growth Project
• The following chapters from American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
  • Chapter 5: Inquire
  • Chapter 6: Include
  • Chapter 7: Collaborate
  • Chapter 8: Curate
  • Chapter 9: Explore
  • Chapter 10: Engage
• “Alaska Library Standards” from Alaska standards and instruction. (2023). Alaska Department of Education and Early Development. https://education.alaska.gov/standards
• “Montana Content Standards for Library Media and Information Literacy” from Content standards and model curriculum guide documents. (2021). Montana Office of Public Instruction. https://opi.mt.gov/Educators/Teaching-Learning/K-12-Content-Standards/Information-Literacy-Library-Media-Standards
• Module 23: Transforming Library Space and Policies from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Seasholes, C. (2013, Jan 9). Teacher librarians at the heart of student learning [Video]. YouTube. https://www.youtube.com/watch?v=z_ybY5O7WvA
• (2018, Jan 30). Librarians as navigators | Jaclyn McKewan | TEDxBuffalo [Video]. YouTube. https://www.youtube.com/watch?v=SITkldZD18Y
• Persson, S. (2020). Reaching all readers. Teacher Librarian, 47(4). https://www.youtube.com/watch?v=SITkldZD18Y
• The importance of a school library for students. (2023, Jan 19). Martin Public Seating. https://www.martinpublicseating.com/blog/the-importance-of-a-school-library-for-students
• Long, L. (2018, Aug 29). New student orientation for the school library. Knowledge Quest. https://knowledgequest.aasl.org/new-student-orientation-for-the-school-library/

Create

Read the Professional Growth Project document so that you have an overview of the entire project.

Step One: Provide Your Information

Submit the following information to your instructor, per their directions:

• What is your first and last name?
• What is your current position?
• If you are currently in a library, how long have you been in that position?
• Do you have access to a school library?
• Do you have a relationship with the school librarian in your building?
  • There is no school librarian in my building
  • Yes, a positive one
  • Yes, a neutral one
  • Yes, a poor one
  • No, but I’ll work on that!
• Which library media courses have you already completed?
  • EDCI 550: Ethics & Advocacy
  • EDCI 546: Administration of the School Library
  • EDCI 522: Information Literacy Instruction
  • EDCI 547: Inquiry-Based Learning
  • EDCI 549: Reading Promotion
  • EDCI 548: Collection Development
• Who is your assigned mentor?

Share

In the Module 1 forum, add to the discussion around the following prompt. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Reflect on one of the six features of effective library spaces. Come up with 3 to 5 specific ways that a library might embody that feature. Try to think creatively. Be sure to consider the library’s physical AND digital spaces.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Resume your Project READY journal from your last semester of the practicum. If you need a new copy, the journal can be downloaded from Project READY Module 1A. Depending on the order of your Practicum Sessions, you may find that you are engaging in the modules out of order; that is fine.

Module 2: Transforming Library Collections

Module Objectives

• Reflect on library collections and identify strategies to make them more culturally responsive.
• Identify a library competence to engage with this semester as part of a professional growth project.

Think

• Module 24a: Transforming Library Collections, Part I from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

• Diverse Book Finder
• Bowman, E. (2023, Apr 15). Scholastic wanted to license her children’s book – is she cut a part about ‘racism.’ Book of the Day. National Public Radio. https://www.npr.org/2023/04/15/1169848627/scholastic-childrens-book-racism
• Peralta, E. (2016, Jan 18). Amid controversy, Scholastic pulls picture book about Washington’s slave. WBUR. National Public Radio News. https://www.wbur.org/npr/463488364/amid-controversy-scholastic-pulls-picture-book-about-washingtons-slave
• Green, E. L., Waldman, A., & Flanagan, A. (2018). “I Feel Invisible”: Natives Languishing in Schools: News; Series. The New York Times. https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_proquest_newspapers_2161254501
• Ginwright, S. (2018, May 31). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium. https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c
• Hanford, E. (2020, Aug 6). What the words say. APM Reports. https://www.apmreports.org/episode/2020/08/06/what-the-words-say

Create

Submit the following to your instructor, per their directions.

Step Two: Select a Standard

The purpose of the professional growth project is to develop your expertise in the area of school librarianship. To do this, you will first decide on a Librarian competency or Library alignment that you wish to grow in your practice.

Which standard(s) do you wish to develop? You may choose between one and three. Be sure to use proper numbering practices (i.e., Framework Shared Foundation.Domain.Number; Library III.B.3).

Step Three: Background Research Assignment

Answer the following questions:

• On a scale of 1 to 5 (with 5 being the highest) rate your current comfort level with each of the competencies you listed above.
• Find the competencies you listed in the MSU LMC Candidate Evaluation (use the Standards & Alignments tab to cross reference between the National School Library Standards and the Eval Rubric - AASL.
• How would you rank yourself based on this rubric? Where do you want to be at the end of this project? What knowledge, skills, or dispositions do you need to improve your comfort and/or skill level?
• Locate three articles that will help you make some decisions about planning and implementing your activity. Create a list of best practices you gleaned from the sources you utilized. (For your thought process only.)
• What questions do you have at this stage of the process? (NOTE: This section may not be left blank, nor should you say that you do not have any questions. Everyone has questions! What are you wondering about? What are you curious about? What are you unsure of? What do you need to answer for yourself before you can complete this activity?)

Step Four: Select an Activity

What activity would you like to pursue? If you did not select one from the suggested list, create your own title. 

Share

In the Module 2 forum, add to the discussion around the following prompt. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• Think of a specific BIPOC child or teen you have worked with. You don’t need to share any specifics, but how do you think this person would react to seeing their life experiences authentically represented in the resources in the library? In what ways would it be sustaining for them?
• Also, reflect on one of the six features of effective library collections. Share 3 to 5 specific ways that the library might embody that feature. Be creative. Be sure to consider not only the physical collection, but also the library’s digital collection.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue your Project READY journal.

Module 3: Transforming Library Collections, Continued

Module Objectives

• Identify opportunities to improve representation within library collections.
• Develop an activity plan for the professional growth project.

Think

• Module 24b: Transforming Library Collections, Part II from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Create

Submit the following to your instructor, per their directions:

Step Five: Activity Plan

The activity plan is designed to help you plan your activity and frame your thinking. What resources and assistance do you need? What is your timeline? How will you implement each step? This is a planning document and is meant to aid you. Although you must turn it in, consider it a flexible and living document that will adapt and change as your project does.

Please note you are welcome to edit this section, and any other portion, of this packet as you move through this project. Keeping the document up to date as you make changes will help your professor and mentor assist you more effectively.

• Write a SMARTIE goal for the semester? For guidance on how to write a SMARTIE goal, see Appendix B. Template Make a copy and rename it.
• How much time (in hours) do you anticipate needing to complete this project?
• Outline each step you need to take to complete your activity. Include a timeline. You may wish to refer to the remainder of this packet to help ensure you meet all the necessary milestones.
• What resources do you need for this activity?
  • Equipment:
  • Materials:
  • Information:
  • Resources:
  • Expert advice or research:
  • Volunteers:
• Who can best provide resources and/or guidance?
• What questions or concerns do you have at this stage?

Share

In the Module 3 forum, add to the discussion around the following prompt. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• What steps can you take professionally and personally to send a message to publishers that representation matters and that publishing books by authors/illustrators who belong to marginalized communities is critical?
• How can you find books written by Indigenous authors? Identify 3 sources of books to fill gaps in your collection in this area.

Respond to three or more of your classmates.

Grow
Continue your Project READY journal.

Module 4: Meeting Learners Needs

Module Objectives

• Identify learners needs and develop strategies for the library to help address those needs.

Think

• Developing inclusive learners and citizens. (2019). American Association of School Librarians. https://standards.aasl.org/project/inclusive/

Chose one or the more of the following:

• Conley, D. T., & French, E. M. (2014). Student Ownership of Learning as a Key Component of College Readiness. The American Behavioral Scientist, 58(8), 1018–1034. https://doi.org/10.1177/0002764213515232
• Jabr, F. (2013, Apr 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/
• Hermon, A. (2020, Mar 30). Student voice [Podcast]. School Librarians United. https://schoollibrariansunited.libsyn.com/student-voice
• Torres, C. (2020, Jul 30). All students need anti-racism education. Learning for Justice. https://www.learningforjustice.org/magazine/all-students-need-antiracism-education

Create

Continue working on your professional growth plan.

If you plan to do an instructional activity, please complete Step Six, otherwise only complete Step Seven, and then submit the following.

Step Six: Instructional Activity

Step six only applies if your activity has an instructional nature (i.e., if you will be teaching learners or fellow educators). If you are not engaging in an instructional activity, you may skip this section.

All good instructional begins backward. You must first decide what you want learners to know and be able to do, how they will demonstrate that, and how you will assess it. This product will then inform your instruction. If learners need to be able to write a research paper, what skills do you need to teach (accounting for their prior knowledge) for them to be able to do that?

You must start here, but remember this is an iterative process, you are welcome to modify any section of this packet at any time as you discover the need to adjust and refine.

• What learner competencies from the National School Library Standards will you address?
• What are the learner outcomes? In other words, what will your learners do to demonstrate they have met the competencies?
• How will you assess the learner outcomes? Provide a rubric, checklist, observational protocol, etc.

Step Seven: Developing the Details

This step of the process will be very personalized and dependent upon the needs of your project. What you are doing here is developing whatever products or processes are needed to conduct your project. In essence, think of this as your activity plan, stage two. Some examples to help you visualize:

Sarai’s project is to design a makerspace for her elementary school library. Her final product will be a physical makerspace that learners can use during their library time. For this stage, she must research what makes a good makerspace, the types of supplies she needs, how she will organize them, etc. She will turn in a draft plan for her makerspace that outlines each of those components. The purpose of turning this in is so that her mentor and faculty facilitator can aide her in making good decisions and offer her constructive advice. 

Chris’ project is to run a coding club in collaboration with the computer science teacher at their middle school. The final product will consist of the coding club itself, where learners will gather during lunch one day a week for 6 weeks and learn basic coding skills. For this stage, Chris will meet with the computer science teacher to outline the process for learners to sign up, the expectations for their time together, and the lesson plans for the coding club. They will turn this in so their instructor and mentor can offer input.

Sean’s project is to conduct a diversity audit of his school library’s picture book collection. The final product will be a report of the results of the diversity audit, along with purchasing recommendations to shore up gaps in the collection. For this stage of the project, Sean will outline the steps he plans to conduct the diversity audit, including how he will manage his time, the technological tools he will use, and the categories he will be considering and why those were chosen. 

• What will your final product be?
• Detail your plan for developing your final product.
• Refer to your SMARTIE goal. How will you know you’ve achieved it?

Share

In the Module 4 forum, add to the discussion around the following prompt. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• What do you see as areas of learner need in your community? Explain your evidence. How can the school library lead and empower the school community to address those needs?

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

None.

Module 5: Checking In

Module Objectives

• Reflect on your progress on your professional growth activity.

Think

Create

Complete the following the submit to your instructor, per their directions.

Step Eight: Checking In

You’ve been working on your project for a little while now, it’s time to check in!

• How are you feeling about your project?
• What have you changed / modified since you started?
• Where is your confidence level with the librarian / library competencies you identified at the beginning?
• Review the MSU LMC Candidate Evaluation (Appendix C). Are you on your way to achieving your target? What do you still need to do or learn to meet your goal?
• What questions do you have for your mentor or instructor at this point?

Share & Grow

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates.

Module 6: Trends & Challenges

Module Objectives

• Reflect on and identify trends and challenges in the school library profession.

Think

Choose one or more of the following:

• Stripling, B. (2013). School and public libraries: Enriching student learning and empowering student voices through expanded learning opportunities. Expanding minds and opportunities: Leveraging the power of afterschool and summer learning for student success. Collaborative Communications Group. https://www.expandinglearning.org/expandingminds/article/school-and-public-libraries-enriching-student-learning-and-empowering-student
• Willingham, D. (2020, Nov 17). How to teach critical thinking. Impact. https://my.chartered.college/impact_article/how-to-teach-critical-thinking/
• Dendinger, A. (2019, Mar 8). Differentiation: Matching supports for students’ literacy needs. HMH. https://www.hmhco.com/blog/differentiation-matching-supports-for-students-literacy-needs#:~:text=One%20of%20the%20most%20commonly,independent%20use%20by%20the%20student.
• Hincks, K. (2021, Dec 7). Talking about books: Student conferencing in the library. Knowledge Quest. https://knowledgequest.aasl.org/talking-about-books-student-conferencing-in-the-library/
• Nitecki, D. A., & Simpson, K. (2016). Communicating the Library as a Learning Environment. Journal of Learning Spaces, 5(2), 39–. https://trails-msu.primo.exlibrisgroup.com/permalink/01TRAILS_MSU/1ibi966/cdi_proquest_newspapers_2161254501
• Fuentes-Tauber, Y. (2020, Nov 12). “We can all be storytellers” – How one teacher uses storytelling to improve equity and access. National Geographic Education. https://blog.education.nationalgeographic.org/2020/11/12/we-all-can-be-storytellers-how-one-teacher-uses-storytelling-to-improve-equity-and-access/
• All things STEAM. (2019). The Show Me Librarian. https://showmelibrarian.blogspot.com/p/all-things-steam.html
• Fulkerson, D. (2014). The Flipped Classroom and Media for Library Instruction: Changing Library Instruction. Against the Grain, 26(4). https://doi.org/10.7771/2380-176X.6903
• Sansbury, D. & M. Bongiorno. (2020, May). Two key ways school libraries can impact social-emotional learning. Perspectives on Reading. https://perspectivesonreading.com/social-emotional/
• Noise is an increasing problem in learning environments. (2016, Aug 11). org. https://phys.org/news/2016-08-noise-problem-environments.html
• Bombay, A., Matheson, K., & H. Anisman. (2014). The intergenerational effects of Indian residential schools: Implications for the concept of historical trauma. Transcult Psychiatry, 51(3), 320-338. doi: https://10.1177/1363461513503380
• Youngest kids in class more likely to struggle with depression and ADHD, new study suggests. (2019, Oct 2). CBS News. https://www.cbsnews.com/news/youngest-kids-in-class-struggle-the-most-new-study-suggests/

Create

Continue working on your Professional Growth Project.

Share & Grow

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

• How has my prior experience and personal values influenced my understanding of this topic?
• What are other theories of this topic that might provide me with a different viewpoint?
• How could my education colleagues support me or collaborate with me in learning more about this topic?
• What new information did I learn? What questions do I have?
• How could I apply this information to my practice?
• If you disagree with the information presented, how so? Why?
• What opportunities / challenges could this information lead to?

Respond to three or more of your classmates.

Module 7: Product & Presentation

Module Objectives

• Develop your product and present on your professional growth activity.

Think

None.

Create

Step Nine: Product & Presentation

It’s time to share your product and presentation with your classmates. 

Create a video presentation, about 15-minutes in length, about your activity. The video should include:

• Your SMARTIE goal
• The librarian / library competencies addressed within your activity
• The learner competencies addressed, if your activity was instructional in nature
• A description of your activity and how you conducted it
• Your outcomes (intended and unintended)
• Exemplars or artifacts (e.g., photographs, student work, lesson plans)

You may use whatever technology you prefer; however, your presentation must include both a visual and auditory component. Popular options include Canva, Loom, PowerPoint, and Prezi. Be sure to show your lesson plans, student work, photographs, etc. while also maintaining your district’s FERPA regulations (e.g., black out anything identifiable). 

Share your video per the instructions provided by your instructor.

Share & Grow

In the Presentation forum, share a link (make sure the sharing permissions are set to anyone with the link can view) or upload your presentation.

Respond to three or more of your classmates. Consider the following guide to structure your responses: 3 things you liked about their post; 2 ideas you have for them; 1 question you have about their project.

Module 8: Lifelong Learning

Module Objectives

• Identify growth opportunities after the conclusion of the course.

Think

• Module 25: Lifelong Learning for Equity from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Create

Submit the following to your instructor, per their directions.

Step Ten: Reflection & Self-Assessment

It’s time to engage in some self-reflection! Your performance will be evaluated by your instructor based on the Rubric provided in the Professional Growth Project document. You may wish to refer to this rubric to ensure you have met expectations at the desired level.

• What was your SMARTIE goal? Did you achieve it?
• What changes or adjustments did you make as you planned and implemented this activity? What did you learn from those changes?
• Based on this experience, what will you do differently as a librarian in the future?
• Refer back to your Activity Plan.
  • What Librarian and/or Library competencies did you focus on?
  • What did you learn about those competencies from engaging in this activity?
  • How would you rank your skills in those competencies based on the MSU LMC Candidate Evaluation? Explain.
  • Did your comfort level on those competencies change? How so?

Share

In the Module 8 forum, add to the discussion around the following prompt. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

• What do you feel you still need to learn related to racial equity and/or its implications for library work? What resources could you use to acquire that learning?
• Share a SMARTIE goal that reflects your desired learning.

Respond to three or more of your classmates in either discussion forum.

Grow

Complete your Project READY journal and submit to your instructor.