The Wisconsin Association of School Library Boards in their December 2021 issue of "Wisconsin School News" published a short article on library collection development policies, and how reviewing and revising these policies can be a key part in a school library's plan. The article is found on pages 20-23.
Material Type: Case Study
If you are looking to do a diversity audit or are in need of resources to make your library more inclusive, check out this curated collection. There is also a webinar recording - How to Audit Your Collection and Why found at https://youtu.be/0r4lEMsfTzw
Material Type: Other, Reading, Reference Material
Slide deck from WEMTA 2022 presentation on how to create a diverse collection, including lots of links to additional resources and an example audit.
Material Type: Lecture Notes
It’s not easy to create an inclusive book collection. That’s because creating a diverse book collection is about more than just making sure X, Y, and Z are represented. It’s not a matter of ticking off check boxes or making sure quotas are filled. For those committed to doing it right, building a diverse book collection requires contemplation, research, and awareness. But the rewards are great: a truly diverse collection of books can turn children into lifelong readers and promote empathy, understanding, and self-confidence. To make things a little easier, we’ve created a checklist to help.
Material Type: Self Assessment, Teaching/Learning Strategy
This guide was created by Scottie Bruch, School Library Coordinator for the South Dakota State Library.
Material Type: Reference Material
Genrefying a library’s fiction collection is a common practice in school libraries. However, there is little research to explain the benefits or drawbacks of this practice. Using a withinsubjects/time-series action research design, this study was conducted to understand more about the impact of genrefying the fiction collection in a single library. This study found that elementary students could locate fiction books faster and to greater satisfaction with a genrefied collection than in a collection in which fiction was arranged in a FIC label format, which is typically seen in standard Dewey Decimal classification.
Material Type: Case Study
This presentation was delivered at the December 12, 2023 Virtual Networking for School Librarians session. It provides background on the purpose and creation of the toolkit, an overview of the Activity Guide and unpacks one learner scenario. All links to the corresponding AASL resources are included. These resources are available to all.
Material Type: Learning Task, Lesson Plan, Teaching/Learning Strategy
This is a position statement created by the American Association of School Librarians in 2016.
Material Type: Primary Source
Use these annual reports for ideas on ways to present your library plan. The goal is to find a format that will be useful to you and your stakeholders. No more dusty plans on the shelf!
Material Type: Other
Annotated list of resources to help stakeholders understand the important role of school libraries.
Material Type: Reference Material
This crosswalk was created by AASL and will also be available in a web based version in the future.
Material Type: Reference Material
From AASL Standards website (https://standards.aasl.org/project/evaluation/): Use this School Library Evaluation Checklist to determine the areas where your school library is already strong and where you can begin to set goals for improvement year after year.
Material Type: Reference Material
Whether they are called school librarians, media specialists, teacher-librarians, or something else, school librarians are trained as teachers and additionally as librarians; they are qualified to work across their schools with all students, teachers and administrators. But many building principals, district administrators and even teachers don’t realize all the things strong school librarians SHOULD be doing in support of student achievement. The "Areas of Expertise" and the related skills listed here are ranked to show strength of training and experience. This list can also be cross-walked to the three 2017 AASL National School Library Standards frameworks (Learners, Librarians and Libraries) as well as the SL21 Measurement Benchmarks for Michigan School Libraries for 21st Century Schools . (Introduction to document)
Material Type: Reference Material
Seven tips from two administrators about how to make a case for your library.
Material Type: Reading
A flyer that can be used by any school library advocate to remind parents anywhere in Texas why they should “Know and Use Your Child’s Texas School Library.”
Material Type: Reference Material
These videos were produced under the leadership of Suzanna Panter, Library Coordinator of the Tacoma Public Schools (WA). They align with the 6 foundations of the AASL National School Library Standards. However, they are powerful advocacy tools to share with our stakeholders to illustrate the good work that librarians and library programs contribute to student s and learning.
Material Type: Other
Simply make a copy of this template to be used in meetings when you are highlighting work you are doing. Just describe the project or task in the wedge(s) to which it applies. By filling out one of these templates at each meeting, you can gather evidence about what wedges have been focus areas. This could give you insight on future areas of work or help identify priorities.
Material Type: Diagram/Illustration
A guide to amplify the wide variety of initiatives that put the library learning commons at the center of teacher and learning in a school. The acronym stands for Literacies, Information, Inquiry, Instruction, Innovation, Technology, Expertise, Service.
Material Type: Reference Material
Investing Strategically in Digital Resources was a Future Ready Librarian webinar recorded on December 11, 2018. It can be found on the Alliance for Excellent Education channel.
Material Type: Other
Information literacy skills are needed to help solve real-world problems, but K–12 students lack these skills. The purpose of the study was to use Michael Fullan’s (2007) Change Theory initiation phase to investigate teachers’ perceptions of their own openness to change and about collaboration between a school librarian and a teacher in the context of information literacy instruction. An explanatory sequential mixed-methods study was used to analyze teacher perceptions by means of a quantitative survey and school librarians’ qualitative reactions (gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that teaching information literacy skills was the role of both school librarians and teachers. However, grading, assessing students’ progress, and teaching content-related information were the role of the teacher. The classroom teachers and school librarians both reported collaboration by dividing the lesson instead of working together on standards, planning, and assessments. A key finding that could contribute to successful implementation of change is gathering input from individual teachers by means of surveys and discussions in department meetings and communicating educational changes through faculty and department meetings.
Material Type: Reading
