ALA/AASL/CAEP School Librarian Preparation Standards (2019)

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 1

ALA/AASL/CAEP School Librarian

Preparation Standards (2019)

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 2 
 
Table of Contents 
N.B. ALA/AASL/CAEP School Librarian Preparation Standards (2019) are to be applied as a whole 
comprised of standard statements, component statements, supporting explanations for each standard 
and component, rubrics for each component, and assessment evidence guidelines for the standards and 
components. These parts of the School Librarian Standards are inextricably intertwined with each other 
and must be considered and applied as a whole. The sections listed below are hyperlinked to locations 
within the standards document. 
 
ALA/AASL/CAEP School Librarian Preparation Standards (2019) .............................................................. 1 
Table of Contents ......................................................................................................................................... 2 
C.2.2 – Introduction to the 2019 ALA/AASL/CAEP School Librarian Preparation Standards .................... 4 
C.2.3 – The School Librarian Standards, Components, and Supporting Explanations ............................... 5 
Standard 1: The Learner and Learning .................................................................................................... 6 
Standard 2: Planning for Instruction ........................................................................................................ 8 
Standard 3: Knowledge and Application of Content ............................................................................. 10 
Standard 4: Organization and Access .................................................................................................... 12 
Standard 5: Leadership, Advocacy, and Professional Responsibility .................................................... 14 
C.2.4 – Development of the Standards ...................................................................................................... 16 
C.2.4 How the Standards Draw on Related Professional Standards and Developments in the Field . 17 
C.2.4 Professional Knowledge Base for the School Librarian Preparation Standards ......................... 17 
C.2.4 References for Professional Knowledge Base .............................................................................. 26 
C.2.4 – Developing Consensus ............................................................................................................... 32 
C.2.4 – Soliciting and Responding to Comments ................................................................................... 33 
C.2.5 Approach to alignment of the School Librarian Standards to the CAEP principles ........................ 35 
C.2.6 – Potential Duplication and/or overlaps in Standards .................................................................... 36 
C.2.6 - Comparison of ALA/AASL/CAEP School Librarian Preparation Standards (2019) .................... 37 
and 2017 ISTE Standards for Educators ................................................................................................. 37 
C.2.6 Comparison of ALA/AASL/CAEP School Librarian Preparation Standards (2019) and 2017 ILA 
Standards for the Preparation of Literacy Professionals ...................................................................... 39 
C.2.6 CAEP Cross-Cutting Theme: Diversity ........................................................................................... 40 
C.2.6 CAEP Cross-Cutting Theme: Digital Learning ................................................................................ 40 
C.2.7 – Analysis of Differences from Current Standards ........................................................................... 41 
C.2.8 –Assessing the 2019 ALA/AASL/CAEP School Librarian Preparation Standards ............................. 47 
C.2.8 - Assessment Rubrics..................................................................................................................... 48 

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 3 
 
C.2.8 School Librarian Preparation Standards and Examples of Candidate Actions ............................ 63 
C.2.8 Guidance for Program Reviewers ................................................................................................. 69 
C.2.9 – Waivers ........................................................................................................................................... 72 
C.2.10 – Procedures Related to the Implementation of the School Librarian Standards Training for 
Program Faculty ......................................................................................................................................... 72 
C.2.10 - Procedures for selection, training, and evaluation ................................................................. 73 
C.2.10 Representation of diversity within the profession .................................................................... 76 
 
 
 

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 4

C.2.2 – Introduction to the 2019 ALA/AASL/CAEP School Librarian Preparation Standards

The American Association of School Librarians (AASL) has adopted “school librarian” as the

official title of the individual responsible for the development and management of library and

information services in a PreK-12 environment. Other titles given to individuals with these

responsibilities include, but are not limited to, “school library media specialist,” “teacher

librarian,” “library information specialist,” and “media coordinator.” These standards apply to

all master’s programs that prepare candidates to develop and manage library and information

services in a PreK-12 setting, regardless of degree name or professional title.

AASL is bound by the policies of the American Library Association, which states: “The master’s

degree in librarianship from a program accredited by the American Library Association or a

master’s degree with a specialty in school librarianship from an ALA/AASL Nationally

Recognized program in an education unit accredited by the Council for the Accreditation of

Educator Preparation is the appropriate first professional degree for school librarians” (ALA

Policy Manual B.9.2.2). With this new set of standards, only institutions offering master's

degrees to prepare school librarians will be considered for recognition. Although some states

have undergraduate and certification programs prior to the master’s level, ALA/AASL will only

review master’s level certification programs housed within an education unit accredited by

CAEP.

The school librarian preparation program is predicated on the philosophy and mission of the

national guidelines for school library programs of the American Association of School Librarians

(AASL) as set forth in the National School Library Standards (NSLS) for Learners, School

Librarians, and School Libraries (AASL, 2018). The program guidelines are based on the common

beliefs about current learning environments and best practices for effective school libraries as

outlined in the NSLS. These common beliefs include:

1. The school library is a unique and essential part of the learning community.

2. Qualified school librarians lead effective school libraries.

3. Learners should be prepared for college, career, and life.

4. Reading is the core of personal and academic competency.

5. Intellectual freedom is every learner’s right.

6. Information technologies must be appropriately integrated and equitably available.

The basic goal of the school librarian preparation program is clear: to prepare candidates for

service and leadership as school librarians serving P-12 students. The program addresses the

philosophy, principles and ethics of the field through the five standards.

1. Candidates in school librarian preparation programs are effective educators who

demonstrate an awareness of learners’ development. Candidates promote cultural

competence and respect for inclusiveness. Candidates integrate the National School

Library Standards considering learner development, diversity, and differences while

fostering a positive learning environment. Candidates impact student learning so that

all learners are prepared for college, career, and life.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 5

2. Candidates in school librarian preparation programs collaborate with the learning

community to strategically plan, deliver, and assess instruction. Candidates design

culturally responsive learning experiences using a variety of instructional strategies and

assessments that measure the impact on student learning. Candidates guide learners to

reflect on their learning growth and their ethical use of information. Candidates use

data and information to reflect and revise on the effectiveness of their instruction.

3. Candidates in school librarian preparation programs are knowledgeable in literature,

digital and information literacies, and current instructional technologies. Candidates use

their pedagogical skills to actively engage learners in the critical-thinking and inquiry

process. Candidates use a variety of strategies to foster the development of ethical

digital citizens and motivated readers.

4. Candidates in school librarian preparation programs model, facilitate, and advocate for

equitable access to and the ethical use of resources in a variety of formats. Candidates

demonstrate their ability to develop, curate, organize, and manage a collection of

resources to assert their commitment to the diverse needs and interests of the global

society. Candidates make effective use of data and other forms of evidence to evaluate

and inform decisions about library policies, resources, and services.

5. Candidates in school librarian preparation programs are actively engaged in leadership,

collaboration, advocacy, and professional networking. Candidates participate in and

lead ongoing professional learning. Candidates advocate for effective school libraries to

benefit all learners. Candidates conduct themselves according to the ethical principles of

the library and information profession.

References for Item 2: American Association of School Librarians. (2018). National School

Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

C.2.3 – The School Librarian Standards, Components, and Supporting Explanations

The ALA/AASL/CAEP School Librarian Preparation Standards (2019) apply to all

master’s programs that prepare candidates to develop and manage library and information

services in a PreK-12 setting, regardless of degree name or professional title. “School

librarian” is the official professional title adopted by the American Association of School

Librarians (AASL) and the American Library Association. Other titles commonly used for state

licensure include, but are not limited to, “school library media specialist,” “teacher librarian,”

“library information specialist,” and “media coordinator.” Regardless of title, the preparation of

school librarians remains consistent.

There are five School Librarian Preparation Standards comprised of 23 components. The

standards are written for School Librarian preparation programs and represent competence

expected of candidates who have completed a school librarian licensure program and are

prepared to begin professional practice as School Librarians. The following provides a serial

presentation of the full text of each standard title, standard statement, component statement,

and supporting explanations for each component.

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The professional knowledge base and references for each standard and component are

presented in Section C.2.4 later in this document. Similarly, Assessment Evidence Guidelines for

each standard and Rubrics for each component are presented in Section C.2.8 later in the

document.

THE SCHOOL LIBRARIAN PREPARATION STANDARDS

Standard 1: The Learner and Learning

Candidates in school librarian preparation programs are effective educators who demonstrate

an awareness of learners’ development. Candidates promote cultural competence and respect

for inclusiveness. Candidates integrate the National School Library Standards considering

learner development, diversity, and differences while fostering a positive learning

environment. Candidates impact student learning so that all learners are prepared for college,

career, and life.

1.1 Learner Development. Candidates demonstrate the ways learners grow within and across

cognitive, psychomotor, affective, and developmental domains. Candidates engage learners’

interests to think, create, share and grow as they design and implement instruction that

integrates the National School Library Standards.

1.2 Learner Diversity. Candidates articulate and model cultural competence and respect for

inclusiveness, supporting individual and group perspectives.

1.3 Learning Differences. Candidates cultivate the educational and personal development of all

members of a learning community, including those with diverse intellectual abilities, learning

modalities, and physical variabilities.

1.4 Learning Environments. Candidates create both physical and virtual learner-centered

environments that are engaging and equitable. The learning environments encourage positive

social interaction and the curation and creation of knowledge.

Supporting Explanation

Candidates in school librarian preparation programs are effective educators who demonstrate

an awareness of learners’ development. Candidates promote cultural competence and respect

for inclusiveness. Candidates integrate the National School Library Standards considering

learner development, diversity, and differences while fostering a positive learning environment.

Candidates impact student learning so that all learners are prepared for college, career, and

life. Standard 1 is closely aligned with CAEP Principle A., The Learner and Learning, which

specifically looks at learner development, learning differences, and learning environments. The

four components of Standard 1 focus on learner development, learner diversity, learning

differences, and learning environments.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 7

1.1 Learner Development. Candidates demonstrate the ways learners grow within and across

cognitive, psychomotor, affective, and developmental domains. Candidates engage learners’

interests to think, create, share and grow as they design and implement instruction that

integrates the National School Library Standards.

Candidates must be knowledgeable about learner development and be able to work with

learners at all grade levels. Candidates’ knowledge of learners requires that they understand

human growth and development, current learning theories, and understand the individual

abilities and interests of learners (NBPTS, 2012). As stated by CAEP, candidates need to

understand that learners have patterns of learning and development which vary from person to

person and need appropriate learning experiences that challenge them. Candidates maximize

achievement by meeting learners where they are and allowing the learners to make choices in

their learning. Candidates guide learners to reflect on their learning, helping them develop

methods and techniques that work well for them as they prepare learners for college, career,

and life. Candidates demonstrate extensive knowledge of learner development that encourages

learners to think, create, share and grow as candidates design and implement instruction that

integrates the National School Library Standards.

1.2 Learner Diversity. Candidates articulate and model cultural competence and respect for

inclusiveness, supporting individual and group perspectives.

Candidates need to have an awareness of their own cultural identity and how they view

differences. Candidates need the ability to learn and build on the varying cultural and

community norms of learners and their families. Candidates articulate and model learner

diversity by implementing initiatives to create an inclusive library environment, broadening

access to diverse literature, and promoting literacy for all learners. Candidates model cultural

competence by providing diverse resources and incorporating diverse experiences and cultures

into their teaching. Candidates provide opportunities for learners to understand cultures

within their community and beyond. Since learners tend to associate with those who are like

them, candidates provide opportunities for learners to connect to people who have different

experiences and backgrounds. Candidates differentiate instruction, develop specific services

and policies, and create learning opportunities to support learners’ understanding and respect

for diverse perspectives in the local and global community.

Candidates use criteria to select, acquire, organize, and manage a collection of print, digital and

virtual information resources that celebrates the diverse developmental, cultural, social, and

linguistic needs of a learning community. The evolving nature of digital resources and

technology provide a diverse array of tools for candidates as they evaluate, select/deselect,

budget for instructional and informational materials in school libraries. Candidates provide

learners with information resources which support engaging, high impact instructional design

that meets the broad spectrum of curricular, professional, and personal needs of the learning

community.

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1.3 Learning Differences. Candidates cultivate the educational and personal development of all

members of a learning community, including those with diverse intellectual abilities, learning

modalities, and physical variabilities.

Candidates need to consider accommodations for a variety of learners with diverse special

needs. Candidates need to be able to work with learners who have disabilities. Since most

school librarians indicate they have little knowledge of how to work with those who have

learning differences, candidates can meet with special education teachers and those who work

with gifted learners to gain a better understanding. Candidates should treat learners with

disabilities with the same respect and consideration given to others.

Candidates should be cognizant of adaptations that can be made in the physical layout of the

library to make it more accessible to diverse exceptional learners. Accommodations could

include changing text color and size of signage, providing adjustable furniture for learners with

mobility impairments, and including areas for listening centers as well as areas for individual

and group activities. The virtual library should be designed using the principles of Universal

Design for Learning so that digital resources are accessible to learners with disabilities.

Candidates need to provide resources in multiple formats, plan with teachers, and develop

workshops for teachers and staff.

1.4 Learning Environments. Candidates create both physical and virtual learner-centered

environments that are engaging and equitable. The learning environments encourage positive

social interaction and the curation and creation of knowledge.

Candidates need to be aware of the climate they create in their school library. To ensure a

positive learning environment, candidates create intentional, innovative, and engaging physical

and virtual learning environments that meet best practices and guidelines for accessibility.

Candidates demonstrate the ability to support physical environments by creating flexible spaces

that accommodate the need for active group work as well as individual activities such as

reading and problem solving. Candidates create virtual environments that provide access to

resources through digital curation and opportunities for learners to engage in our globally

connected, technology-rich world (Olson & Crossman 2018). Candidates rely on national

learning standards to guide them as they create comfortable spaces, form groups where all may

learn from each other, and teach learners how to find and curate information. Candidates

create a technology-rich environment by modeling the use of a variety of technologies for

teaching and learning. Candidates provide learning environments that encourage positive

social interaction as well as the curation and creation of knowledge by being compassionate

and caring.

Standard 2: Planning for Instruction

Candidates in school librarian preparation programs collaborate with the learning community to

strategically plan, deliver, and assess instruction. Candidates design culturally responsive

learning experiences using a variety of instructional strategies and assessments that measure

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the impact on student learning. Candidates guide learners to reflect on their learning growth

and their ethical use of information. Candidates use data and information to reflect on and

revise the effectiveness of their instruction.

2.1 Planning for Instruction. Candidates collaborate with members of the learning community

to design developmentally and culturally responsive resource-based learning experiences that

integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical

information access.

2.2 Instructional Strategies. Candidates use a variety of instructional strategies and

technologies to ensure that learners have multiple opportunities to inquire, include, collaborate,

curate, explore, and engage in their learning.

2.3 Integrating Ethical Use of Information into Instructional Practice. Candidates teach

learners to evaluate information for accuracy, bias, validity, relevance, and cultural context.

Learners demonstrate ethical use of information and technology in the creation of new

knowledge.

2.4 Assessment. Candidates use multiple methods of assessment to engage learners in their

own growth. Candidates, in collaboration with instructional partners, revise their instruction to

address areas in which learners need to develop understanding.

Supporting Explanation

2.1 Planning for Instruction. Candidates collaborate with members of the learning community

to design developmentally and culturally responsive resource-based learning experiences that

integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical

information access.

In alignment with CAEP principle C., candidates demonstrate their ability in planning for

instruction that supports every student in meeting rigorous learning goals by drawing upon

knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as

knowledge of learners and the community context. The planning involves collaboration with

instructional partners, such as classroom and content area teachers, specialists, and

administrators. As expressed by CAEP principle A., candidates use their understanding of

individual differences and diverse cultures and communities to ensure inclusive learning

environments and are expected to apply the principles of culturally relevant pedagogy and

cultural competence, and to connect themes surrounding social justice into their teaching.

2.2 Instructional Strategies. Candidates use a variety of instructional strategies to ensure that

learners have multiple opportunities to inquire, include, collaborate, curate, explore, and

engage in their learning.

Candidates design and develop guided inquiry activities and incorporate instructional strategies

that engage learners in the process of inquiry in their learning experience. As highlighted by

CAEP principle C., candidates encourage learners to develop deep understanding of content

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 10

areas and their connections, and to build skills to apply knowledge in meaningful

ways. Candidates generate meaningful questions to guide inquiry and exploration. Candidates

leverage new and emerging learning resources, tools, and environments that meet the

curriculum needs and personal interests of all learners. Candidates align the National School

Library Standards for Learners with other national standards. By using a variety of instructional

strategies, candidates creatively combine technology, content, and knowledge of learning and

teaching so that the instruction ignites the learners’ passion, imagination, and desire to learn in

a participatory learning culture.

2.3 Integrating Ethical Use of Information into Instructional Practice. Candidates ensure

learners evaluate information for accuracy, validity, and cultural context; and that learners

demonstrate ethical use of information and technology in the creation of new knowledge.

Candidates understand and model the ethical use of information in all aspects. Candidates

teach the digital citizenship responsibilities of intellectual freedom, intellectual property,

the right to privacy, and security. Candidates provide authentic and relevant learning

experiences so that all learners develop critical thinking, distinguish fact from opinion, assess

the accuracy and relevance of information, and detect bias and underlying

assumptions. Further, to underscore CAEP principle D., candidates engage in ongoing

professional learning and use evidence to continually evaluate their practice, particularly the

effects of their choices and actions on others (learners, families, other professionals, and the

community), and adapt practice to meet the needs of each learner.

2.4 Assessment. Candidates understand and use multiple methods of assessment to

engage learners in their own growth to address areas in which learners need to develop their

understandings and to guide the decision making of instructional partners and learners.

CAEP principle C. accentuates the need for candidates to use multiple methods of assessment

to engage all learners in their own growth, to monitor learner progress, and to guide the

candidate’s and learner’s decision making. Assessment is diagnostic, formative, and summative.

Candidates consider factors such as the learning outcome, nature of the task, and time

available in conducting assessment. Candidates recognize other positive aspects of assessment.

It is a valuable means for analyzing and informing their own instruction. It allows candidates

to model the self-reflection process for all learners. Candidates use the reflective process to

inform practice in alignment with standards and knowledge of learners and develop a plan for

continued professional and pedagogical growth.

Standard 3: Knowledge and Application of Content

Candidates in school librarian preparation programs are knowledgeable in literature, digital and

information literacies, and current instructional technologies. Candidates use their pedagogical

skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a

variety of strategies to foster the development of ethical digital citizens and motivated readers.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 11

3.1 Reading Engagement. Candidates demonstrate a knowledge of children’s and young adult

literature that addresses the diverse developmental, cultural, social, and linguistic needs of all

learners. Candidates use strategies to foster learner motivation to read for learning, personal

growth, and enjoyment.

3.2 Information Literacy. Candidates know when and why information is needed, where to find

it, and how to evaluate, use and communicate it in an ethical manner. Candidates model,

promote, and teach critical-thinking and the inquiry process by using multiple literacies.

3.3 Technology-Enabled Learning. Candidates use digital tools, resources, and emerging

technologies to design and adapt learning experiences. Candidates engage all learners in

finding, evaluating, creating, and communicating data and information in a digital environment.

Candidates articulate, communicate, model, and teach digital citizenship.

Supporting Explanation

The scope of Standard 3 encompasses the knowledge and application of content pertaining to

the school library profession, most closely aligning with CAEP Principle B., Content. The three

components in Standard 3 focus on reading engagement, information literacy, and technology-

enabled learning. Along with component 4.2, Instructional Resources, these four components

comprise the professional field of study which distinguishes school librarians from other

educators. Candidates both acquire the content knowledge in these areas and apply them in

pedagogy designed to engage learners in authentic learning and problem solving. Candidates

are knowledgeable in literature, digital and information literacies, and current instructional

technologies.

3.1 Reading Engagement. Candidates demonstrate a knowledge of children’s and young adult

literature that addresses the diverse developmental, cultural, social, and linguistic needs of all

learners. Candidates use strategies to foster learner motivation to read for learning, personal

growth, and enjoyment.

Candidates develop a rich knowledge of children’s and young adult literature and demonstrate

that knowledge by creating tools such as a reader’s advisory resource or a multimedia

presentation which focus on identifying the developmental, cultural, social, and linguistic needs

each title could address. Candidates design research-based programs that promote and foster

learner motivation to read for learning, personal growth, and enjoyment.

3.2 Information Literacy. Candidates know when and why information is needed, where to find

it, and how to evaluate, use and communicate it in an ethical manner. Candidates model,

promote, and teach critical-thinking and the inquiry process by using multiple literacies.

Candidates engage in a process of assessing their own need for information, and demonstrate

the ability to find and evaluate information, use it, and communicate it in an ethical manner.

Candidates use evidence-based strategies to model, promote, and teach critical-thinking and

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 12

the inquiry process by engaging learners through multiple literacies. Candidates model ethical

behavior when teaching the information search process. Candidates demonstrate information

literacy competencies by creating inquiry-based learning projects, online blogs, journals, or

webpages that support student research.

3.3 Technology-Enabled Learning. Candidates use digital tools, resources, and emerging

technologies to design and adapt learning experiences. Candidates engage all learners in

finding, evaluating, creating, and communicating data and information in a digital environment.

Candidates articulate, communicate, model, and teach digital citizenship.

Candidates use and evaluate the effectiveness of digital tools, resources, and emerging

technologies to design and adapt learning experiences which might include a differentiated

lesson plan in which technology is a major component, or a “virtual library” splash page that

embeds inquiry tools that address the needs of all learners. Candidates engage learners in

finding and analyzing information through an interactive learning activity in which learners use

a digital response system to collect data and share reflectively. Candidates articulate,

communicate, model, teach, and provide opportunities for students to practice digital

citizenship.

Standard 4: Organization and Access

Candidates in school librarian preparation programs model, facilitate, and advocate for

equitable access to and the ethical use of resources in a variety of formats. Candidates

demonstrate their ability to develop, curate, organize, and manage a collection of resources to

assert their commitment to the diverse needs and interests of the global society. Candidates

make effective use of data and other forms of evidence to evaluate and inform decisions about

library policies, resources, and services.

4.1 Access. Candidates facilitate and advocate for flexible, open access to library resources and

services according to the ethical codes of the profession. Candidates design and develop

strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual

barriers to equitable access to resources and services.

4.2 Information Resources. Candidates use evaluation criteria and selection tools to develop,

curate, organize, and manage a collection designed to meet the diverse curricular and personal

needs of the learning community. Candidates evaluate and select information resources in a

variety of formats.

4.3 Evidence-Based Decision Making. Candidates make effective use of data and information to

assess how practice and policy impact groups and individuals in their diverse learning

communities.

Supporting Explanation

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The scope of Standard 4 encompasses both the evaluation, selection and organization of

resources and services in school libraries, and the principles of open and equitable access to

these resources and services in support of an inclusive and meaningful information

environment for all members of the learning community. Standard 4 is closely aligned with

CAEP Principle A., The Learner and Learning, as candidates use data to acquire a deeper

understanding of groups and individuals within their schools and communities that informs and

impacts the organization of and access to resources and services in a school library. Candidates

create an evidence-based body of knowledge in support of the development of new skills and

dispositions necessary to transform their own professional practice in ways that better meets

the personal, intellectual, and cultural needs of all members of their learning communities. The

three components of Standard 4 focus on access, information resources, and evidence-based

decision making.

4.1 Access. Candidates facilitate and advocate for flexible, open access to library resources and

services according to the ethical codes of the profession. Candidates design and develop

strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual

barriers to equitable access to resources and services.

CAEP Principle A. states that candidates need to create effective and supportive learning

environments to ensure inclusive learning. Candidates understand the importance of having

open, unrestricted, and equitable access to a school library’s resources and services in order to

meet the needs of their diverse population. Candidates demonstrate their ability to evaluate

and develop school library policies that focus on equitable access and demonstrate the ability

to evaluate school library facilities to address barriers to equitable access. Candidates design

and implement strategic plans which include changes to policy and practice that ensures

flexible, open access to library resources and services according to the ethical codes of the

profession. The use of data and evidence-based instructional strategies is necessary in the

development of a quality school library program.

By serving as an advocate for open, unrestricted, and equitable access to a school library’s

resources and services for all stakeholders in the learning community, the school librarian plays

a key role in ensuring that P-12 students become part of a well-informed citizenry. Candidates

serve as agents of change by creating an inclusive learning environment that ensures ethical,

equitable access to and use of physical, digital, and virtual resources in support of the needs of

its learning community. Candidates design, develop, and implement evidence-based strategic

solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers

to equitable access to resources and services.

4.2 Information Resources. Candidates use evaluation criteria and selection tools to develop,

curate, organize, and manage a collection designed to meet the diverse curricular and personal

needs of the learning community. Candidates evaluate and select information resources in a

variety of formats.

Candidates use criteria to select, acquire, organize, and manage a collection of print, digital and

virtual information resources that celebrates the diverse developmental, cultural, social, and

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 14

linguistic needs of a learning community. The evolving nature of digital resources and

technology provides a diverse array of tools for candidates as they evaluate, select/deselect,

budget for instructional and informational materials in school libraries. Candidates provide

learners with information resources which support engaging, high impact instructional design

that meets the broad spectrum of curricular, professional, and personal needs of the learning

community. Standard 4 is also closely aligned with CAEP Principle B., Content Knowledge, as

candidates must understand the subject content of the curricula in their school settings to

provide appropriate information resources.

4.3 Evidence-Based Decision Making. Candidates make effective use of data and information to

assess how practice and policy impact groups and individuals in their diverse learning

communities.

Evidence-based decision making is an essential component in identifying, evaluating, planning,

and implementing best practice in school libraries. Candidates collect, assess, and apply data

and information as a means to transform practice and policy in school libraries to positively

impact the diverse cultural terrain of groups and individuals in their learning communities.

Candidates engage in evidence-based decision making to develop comprehensive, strategic

solutions for issues related to open and equitable access to resources and services in school

libraries.

Standard 5: Leadership, Advocacy, and Professional Responsibility

Candidates in school librarian preparation programs are actively engaged in leadership,

collaboration, advocacy, and professional networking. Candidates participate in and lead

ongoing professional learning. Candidates advocate for effective school libraries to benefit all

learners. Candidates conduct themselves according to the ethical principles of the library and

information profession.

Components

5.1 Professional Learning. Candidates engage in ongoing professional learning. Candidates

deliver professional development designed to meet the diverse needs of all members of the

learning community.

5.2 Leadership and Collaboration. Candidates lead and collaborate with members of the

learning community to effectively design and implement solutions that positively impact learner

growth and strengthen the role of the school library.

5.3 Advocacy. Candidates advocate for all learners, resources, services, policies, procedures, and

school libraries through networking and collaborating with the larger education and library

community.

5.4 Ethical Practice. Candidates model and promote the ethical practices of librarianship, as

expressed in the foundational documents of the library profession including the American

Library Association Code of Ethics and the Library Bill of Rights.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 15

Supporting Explanation

The scope of Standard 5 encompasses the professional responsibilities of school librarian

candidates. Leadership, advocacy, and professional responsibility are cornerstones of growth

for school librarians. In order to grow as leaders and advocates, school librarians should engage

in professional learning, both their own and that of their colleagues. Standard 5 aligns with

CAEP Principle D., Professional Responsibility, in which candidates engage in ongoing

professional learning and use evidence to continually evaluate their practice, particularly the

effects of their choices and actions on others and adapt practice to meet the needs of each

learner. CAEP Principle D., Leadership and Collaboration, also states that candidates seek

appropriate leadership roles and opportunities to take responsibility for student learning, to

collaborate with learners, families, colleagues, other school professionals, and community

members to ensure learner growth, and to advance the profession. The four components focus

on professional learning, leadership and collaboration, advocacy, and ethical practice.

Component 5.1 Professional Learning. Candidates engage in ongoing professional learning.

Candidates deliver professional development designed to meet the diverse needs of all members

of the learning community.

When meeting Standard 5 and its components, candidates demonstrate their participation in

their own professional learning. Candidates engage with the larger educational community

through membership and participation in professional organizations as well as personal

learning communities.

Candidates understand and use current research from experts and other school librarians to

grow as professionals. Candidates engage in research to improve their own practice. Candidates

share these findings with their school colleagues and with the broader professional community.

Component 5.2 Leadership and Collaboration. Candidates lead and collaborate with members

of the learning community to effectively design and implement solutions that positively impact

learner growth and strengthen the role of the school library.

Candidates demonstrate the current trends in leadership, and they lead and collaborate within

their school to ensure the growth of all learners, including students, educators, and parents

Leadership can be demonstrated by serving and participating in school committees,

professional learning communities, and leadership teams. Whenever possible, candidates seek

opportunities to provide leadership outside their own school buildings. Candidates

demonstrate effective communication, decision-making skills, and advocacy.

Candidates collaborate with teachers to integrate the National School Library Standards

Framework for Learners within the school curriculum. To become successful partners with

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 16

teachers, candidates must be knowledgeable about the school curriculum. Activities may

include collaborating in lesson-planning and teaching, resource sharing, or providing

professional development. Collaboration can also occur within the broader education

community.

5.3 Advocacy. Candidates advocate for all learners, resources, services, policies, procedures, and

school libraries through networking and collaborating with the larger education and library

community.

Candidates demonstrate advocacy for not only their own school library (its resources,

programs, services, and policies), but also for school improvements in teaching and learning.

Such advocacy ensures that all learners (students, teachers, educators, parents) have

unfettered access to information and resources at the school level. This advocacy supports

access to resources outside of what the school provides. Candidates take advantage of

opportunities to network with colleagues and the professional community to advocate for

school libraries and educational improvement. Candidates should use research that shows the

impact of school libraries and school librarians on student learning to advocate for the school

library’s importance as part of a complete education program.

5.4 Ethical Practice. Candidates model and promote the ethical practices of librarianship, as

expressed in the foundational documents of the library profession including the American

Library Association Code of Ethics and the Library Bill of Rights.

Candidates know and understand the American Library Association policies and position

statements on ethics and the rights of library patrons. These policies encompass access to

materials, spaces, and information. Candidates must support the rights of P12 students

including the right to read, the right to privacy, and free inquiry. Candidates support access to

information for learning but also student access to information based on student personal

interest.

Candidates demonstrate their ethical practice by showing their strong support of the ALA

Library Bill of Rights. In practice, candidates develop and implement policies and procedures

that provide equal access to resources, support privacy, respect diversity, and protect

intellectual property rights. Candidates defend students’ rights to read and access information.

Candidates model safe, responsible, ethical, and legal use of information.

C.2.4 – Development of the Standards

This section describes how the ALA/AASL/CAEP School Librarian Preparation Standards (2019)

were developed. This description shows the Coordinating Committee’s understandings of

related events and developments elsewhere that influence its views about program standards.

It presents a detailed explanation of the professional knowledge base upon which the program

School Librarian standards are founded. Finally, this description includes comments on how

consensus was assured, and critiques and differences of opinion were handled.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 17

C.2.4 How the Standards Draw on Related Professional Standards and Developments in the Field

The ALA/AASL/CAEP School Librarian Preparation Standards (2019) were developed with a

sound foundational review of complementary standards. Similar to the collaborative and

integrated nature of the school library professional in the school, standards development was

started with a review of relevant standards, including InTASC and the National Board for

Professional Teaching Standards ECYA Library Media Standards, the Future Ready Framework

for School Librarians and the School Librarian PSEL Competencies (Professional Standards for

Educational Leaders).

The ALA/AASL/CAEP School Librarian Preparation Standards (2019) draw on existing standards

from other initial licensure programs, including the CAEP Elementary K-6 Standards, ELCC

Building Level Standards from the Educational Leadership Constituent Council (ELCC), and

standards from the National Council of Teachers of English (NCTE), the National Council for the

Social Studies (NCSS), the National Science Teachers Association (NSTA), and the National

Council of Teachers of Mathematics (NCTM). Of particular interest were the standards from

the International Society for Technology in Education (ISTE), although ISTE is no longer a CAEP

SPA.

The ISTE seven educator standards of Learner, Leader, Citizen, Collaborator, Designer,

Facilitator, and Analyst for the technology professional provide a strong partnership with the

National School Library Standards for Learners, Librarians, and Libraries shared foundations of

Inquire, Include, Collaborate, Curate, Explore, Engage. A review of the ISTE Technology Coach

preparation standards provide the strong skills that teacher leaders need to collaborate with

classroom teachers as well as the school librarian. There is no duplication with these standards.

Instead, the different standards provide the basis of a strong partnership.

Our standards are reflective of other foundational concepts related to today’s learner and

today’s pedagogical, technological and societal shifts and impacts. Collaboration, cultural

responsiveness and inclusivity, social justice, and an interdisciplinary approach to content is

evident in each of the above Standards. This shared foundation with other professional

standards mirrors the collaborative relationships and attention to social justice that is a

professional value of librarianship.

C.2.4 Professional Knowledge Base for the School Librarian Preparation Standards

As the revised standards were developed, extensive use was made of the professional

knowledge base within the field, including empirical research, disciplined inquiry, informed

theory, and wisdom of practice, professional standards, and policy. This professional knowledge

base provides the foundation for each of the five standards and the 23 components. Evidence

the standards are based on empirical research, disciplined inquiry, informed theory, and the

wisdom of practice (Guidelines C.1.c, and C.2.3) can be found in two places: first, the

Professional Knowledge Base sections and references for each standard as presented below;

and second see the statement How the Standards Draw on Related Professional Standards and

Developments in the Field. In the Professional Knowledge Base section below, discussion of

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 18

each standard component describes how the findings from the knowledge base undergird the

School Librarian Preparation Standards.

Standard 1 Knowledge Base

Component 1.1 Learner Development Professional Knowledge Base

One of the common beliefs held by the American Association of School Librarians in the

National School Library Standards for Learners, School Librarians and School Libraries (AASL,

2018) is that learners should be prepared for college, career, and life. Learning is “a personal

experience; each person absorbs, encodes, stores, interprets, transfers, and expresses

information uniquely” (Segedin, Fahrer, Ernst, Clark, Kelly, DeLuca, 2018, p. 9). In order to

understand the way learning occurs and thus design and deliver effective instruction, a

knowledge of human growth and development, as well as current learning theories is essential

(NBPTS, 2012, Library Media Standards, Second Edition). As educators, school librarians must

have an understanding of the individual abilities and interests of every learner so that they can

adapt and develop instruction according to the needs of the learners. They must also be

knowledgeable of the developmental differences among students in various grades and be

prepared to work with students across all levels. School librarians maximize achievement by

meeting learners where they are and allowing the learners choice and voice to engage in

experiences that will support their own learning, empowering them to decide how and what

they wish to learn (Easley, 2017).

The National School Library Standards for Learners, School Librarians, and School Libraries

(AASL, 2018) are based on six Common Beliefs that reflect current learning environments and

professional best practices for effective school libraries. All three of the standards sets, called

Frameworks, use the same Shared Foundations, which reflect the core values of the school

library profession. The six Shared Foundations are Inquire, Include, Collaborate Curate, Explore,

and Engage. Each Shared Foundation has three to five Competencies organized in four domains:

Think, Create, Share, and Grow. The Competencies describe the desired knowledge, skills, and

behaviors of a learner completing an educational experience.

Component 1.2 Learner Diversity Professional Knowledge Base

One of the common beliefs held by the American Association of School Librarians in The

National School Library Standards for Learners, School Librarians and School Libraries states

that the school librarian will provide an environment for all members of the library community.

Research supports the importance of school librarians understanding cultural differences,

modelling cultural competence, supporting both individual and group perspectives and

respecting all cultures in an effort to support all learners. Implementing initiatives to create an

inclusive library environment, broaden access to diverse literature, and promote literacy for all

students, relies to a degree on the cultural competencies of school librarians (Lafferty, 2014).

Our student population continues to increase in diversity, yet there is a shortage of resources

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 19

that reflect all cultures. Research stresses the need for culturally responsive teachers to

incorporate resources that build on the learner’s experiences.

Modelling cultural competency incorporates listening to learners, learning from them, and

incorporating experiences and resources into teaching (May, Bingham, & Pendergast, 2014).

Extensive research suggests educators need to be aware of their own community but also

prepare learners to understand other cultures (Cooke & Hill, 2017). Since learners tend to

associate with those who are like them, learners need a chance to connect to people who have

different experiences and backgrounds (Olson & Crossman, 2018). Exhibiting cultural

competence supports an inclusive library environment, broadens access to diverse literature,

and promotes literacy for all learners (Lafferty, 2014).

Component 1.3 Learning Differences Professional Knowledge Base

School librarians need to be aware of learning differences and design activities that build

relationships between typical and atypical learners (O’Keeffe & Medina, 2016). Educators need

to be able to work with all abilities and need to consider accommodations for culturally and

linguistically diverse exceptional learners. Combining culturally responsive pedagogy and

inclusive instructional practices contributes to learning (Lopez & Iribarren, 2014). Providing

resources in multiple formats and perspectives can lead to more engaged learning. By forming

groups where all learners have a greater understanding of each other, school librarians prepare

learners for lifelong learning. Reflection is important to make sure all are being included.

Reflective practice will provide opportunities to improve practice and create lifelong learners

(Burns, 2018).

Component 1.4 Learning Environments Professional Knowledge Base

One of the common beliefs in The National School Library Standards for Learners, School

Librarians and School Libraries includes providing learner-centered environments that have

equitable access to up-to-date, appropriate technology and connectivity. The American

Association of School Librarians embrace the implementation of the Every Student Succeeds

Act. School librarians have the responsibility of providing learning environments with equitable

access to up-to-date print and digital resources and to support the development of digital

learning, participatory learning, inquiry learning, technology literacies, and information literacy

(Norton, 2016). The importance of literacy expands as the face and format of information and

communication grows in our globally connected, technology-rich world (Olson & Crossman

2018).

Research stresses the importance of positive social interaction as learners curate and create

knowledge. Heterogeneous and homogeneous grouping will give learners a chance to know

others in the group and to learn from the experience of others (O’Keeffe & Medina, 2016). To

create an effective learning environment, physical spaces are necessary for tasks requiring

concentration, such as reading and problem solving, or offering the introverted student a

chance to feel secure (Palin, 2014). Learning environments must provide opportunities with

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 20

technology so learners can code, create, collaborate, produce media, connect with the global

community both face to face and virtually (Palin, 2014). School librarians who are

compassionate and caring, create a positive learning environment that impacts instruction

(Long & Jones, 2016).

Standard 2 Knowledge Base

Component 2.1 Planning for Instruction Professional Knowledge Base

Planning for library instruction builds on the best principles of planning for effective teaching

(Stronge, 2016), including Universal Design (Robinson 2017), culturally relevant pedagogy

(Ladson-Billings, 1995) and cultural competence (Hughes-Hassell & Stivers, 2015). Planning for

instruction in the library setting involves collaboration with classroom and content area

teachers, specialists, and administrators (Kimmel, 2012; Montiel-Overall, 2008). Similar to

classroom instruction, the instructional plan is developmentally appropriate and engages

learners with the curriculum through an inquiry-based approach (Kuhlthau, 2010) and to

connect themes surrounding social justice into their teaching (Dadlani & Todd, 2016).

Component 2.2 Instructional Strategies Professional Knowledge Base

Instructional strategies that involve learners in the process of inquiry are key to library

instruction (Maniotes, 2016). By leveraging new and emerging learning resources, tools, and

environments that meet the curriculum needs and personal interests of learners (Easley, 2017),

students are encouraged to generate meaningful questions to guide their own inquiry and

exploration (McKenzie, 2009). At the heart of the collaborative process is the alignment of the

AASL National School Library Standards for Learners with other national standards (Levitov,

2016), such as NCTE (O’Sullivan & Dallas, 2010). This combination of technology, content, and

knowledge of learning and teaching is necessary so that the instruction ignites the learners’

passion, imagination, and desire to learn in a participatory learning culture (Brown, 2008).

Component 2.3 Integrating Ethical Use of Information into Instructional Practice Professional

Knowledge Base

School librarians have a critical role in digital citizenship education and the ethical use of

information (Preddy, 2016). They teach the digital citizenship responsibilities of intellectual

freedom, intellectual property, the right to privacy, and security (Butler, 2012; Crockett, 2018).

Candidates provide authentic and relevant learning experiences so that learners develop critical

thinking, distinguish fact from opinion, assess the accuracy and relevance of information, and

detect bias and underlying assumptions (Thomas, Crow, & Fairfield, 2011).

Component 2.4 Assessment Professional Knowledge Base

Assessment in the school library can be diagnostic, formative, and/or summative (Stripling &

Harada, 2012). Factors such as the analysis of the learning outcome, nature of the task, and

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 21

time available in conducting assessment (Stripling & Harada, 2012) assist to engage learners in

their own professional growth. Other positive aspects of assessment include using the

assessment process for analyzing and informing instruction (Harada & Yoshina, 2010) and

encouraging the self-reflection process for all learners. These reflective processes inform

practice and assist in the development of a plan for continued professional and pedagogical

growth (Burns, 2018).

Standard 3 Knowledge Base

Component 3.1 Reading Engagement Professional Knowledge Base

The fourth Common Belief in the National School Library Standards for Learners, School

Librarians, and School Libraries (AASL, 2018) is “reading is the core of personal and academic

competency” (p. 11). To support this essential foundation of the profession, school librarians

must be familiar with a wide range of children’s and young adult literature in multiple formats

(Wright, Fugett, & Caputa, 2013) and languages (American Library Association, 2008). The

breadth of school librarian’s knowledge includes fiction and nonfiction (Smith & Day, 2013),

with the aim of meeting the diverse developmental (Knapp, 2013), cultural (Crow, 2015; Crow

& Kastello, 2017), social (Fletcher, Grimley, Greenwood, & Parkhill, 2012), and linguistic

(Paganelli & Houston, 2014) needs of all learners (Garrison, Forest, & Kimmel, 2014). In so

doing, school librarians “demonstrate an understanding of and commitment to inclusiveness

and respect for diversity in the learning community,” (Shared Foundation II. Include, from AASL,

2018, p. 48). School librarians use multiple strategies to foster learners’ intrinsic motivation to

read for learning (McKenna, Conradi, Lawrence, Jang, & Jeyer, 2012), personal growth

(Francois, 2013), and enjoyment, building upon the philosophy that the disposition to read

must come from within the learner (Crow & Small, 2011; Ivey & Johnston, 2013).

Component 3.2 Information Literacy Professional Knowledge Base

Today’s abundance of information in multiple formats requires that citizens become

information literate, developing the ability to “make meaning for oneself and others by

collecting, organizing, and sharing resources of personal relevance” (AASL, 2018, p.

93). Learners are information literate when they find, evaluate, and use information from

multiple perspectives to make wise decisions (American Library Association, 2015) and create

new information. Learners share information in an ethical manner (Strittmatter & Bratton,

2014). School librarians provide learners authentic learning opportunities in critical-thinking

and the inquiry process (Kovalik, Yutzey, & Piazza, 2013). These opportunities use multiple

literacies, including digital (Fontichiaro & Oehrli, 2016), visual (Cordell, 2016), textual, and

technological (Ciampa, 2014). Information literate learners “recognize the rights,

responsibilities and opportunities of living, learning and working in an interconnected digital

world, and they act and model in ways that are safe, legal and ethical” (ISTE Standards for

Students, Standard 2; International Society for Technology Education, 2016).

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 22

Component 3.3 Technology-Enabled Learning Professional Knowledge Base

The ISTE Standards for Educators Standard 6 states that educators will “facilitate learning with

technology to support student achievement” (International Society for Technology Education,

2017). Effective school librarians use known and emerging digital tools (Herrington & Parker,

2013) and information communication technologies, and they teach these tools and skills to all

learners (Lee, 2014). School librarians practice and teach digital citizenship (ISTE Standard 3,

2017; Preddy, 2016). Digital citizens understand their rights and responsibilities in using

technology in a safe and positive way (AASL, 2018; Hamilton, 2016). School librarians provide

opportunities that enable learners to create, collaborate, and connect with the global

community (Shared Foundation IV. Engage from AASL, 2018, p. 114-15). School librarians use

instructional technology to prepare learners for college, career, and life (Smith, 2016).

Standard 4 Knowledge Base

Component 4.1 Access Professional Knowledge Base

InTASC Standard 2 (Learning Differences) and Standard 3 (Learning Environments) acknowledge

the necessity of teachers understanding diverse cultures and communities to create

environments that will maximize student learning. ISTE Standard 2b addresses the importance

of advocating for “equitable access to educational technology, digital content, and learning

opportunities to meet the diverse needs of all students” (Crompton, 2017, p. 11). School

librarians have a professional responsibility to be fair, just, and equitable and to give all library

users equal protection in guarding against violation of the library patrons’ right to read, view, or

listen to content protected by the First Amendment, no matter what the viewpoint of the

author, creator, or selector. (ALA, 2006, para 5).

Equitable access to information and resources is an issue of social justice. A study by Dickinson,

Gavigan, and Pribesh (2008) found a relationship between access to school library resources

and the poverty of the school community as follows, “School library media centers have the

potential to bridge the achievement gap for these students by providing access to books and

other resources” (p. 14). It is important that school librarians embrace and promote concepts of

social justice when addressing the myriad of physical, social and intellectual barriers to

equitable access to resources and services by ensuring “…policies, procedures, and rules related

to the use of resources and services support free and open access to information” (ALA, 2014,

para 6).

Component 4.2 Information Resources Professional Knowledge Base

InTASC Standard 2 (Learning Differences) addresses the need for an understanding of individual

differences and diverse cultures in order to ensure an inclusive learning environment. School

librarians need to curate a collection of information resources that address these needs. InTASC

Standard 1 (Learner Development) states that it is necessary for teachers to understand the

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 23

various differences in learning and development of P12 learners and address those differences.

ISTE Standard 5c addresses the need to create innovative digital learning environments to

engage and support student learning. In order to do this, school librarians must develop a

collection of print, digital, and virtual resources that enhance access for all members of the

learning community. Collections that address various reading comprehension levels and

content requirements are a component of best practice in school libraries. By acknowledging

that information is power and understanding that a library’s collection impacts learners’

“...perceptions, attitudes, and behavior…” (Hughes-Hassell & Stivers, 2015, p. 130), candidates

support a learning community that “thinks, creates, shares, and grows” (AASL, 2018).

Component 4.3 Evidence-Based Decision Making Professional Knowledge Base

ISTE Standard 1c acknowledges the need for educators to “stay current with research that

supports student learning outcomes” (Crompton, 2017, p. 11). School librarians collect,

evaluate, and use a robust array of evidence to improve practice, increase the effectiveness of

school libraries, and “contribute to student outcomes” (Richey, 2014, p.3). School librarians

must be able to use evidence-based strategies that strengthen their capacity to transform

school libraries from traditional “places” to “multi-modal… multi-sensory” spaces

(Subramaniam, 2013, p.7) in support of student learning. Todd (2015, p. 9) discusses three

types of evidence useful for school libraries: evidence for practice, evidence in practice, and

evidence of practice. These three types of evidence for school librarians can provide data and

information to develop practices and policies that positively impact diverse learning

communities. Todd states, “Data, information, knowledge, and wisdom generate practice and

demonstrate outcomes of practice, becoming a framework for decisions and actions” (2015, p.

10).

Standard 5 Professional Knowledge Base

Component 5.1 Professional Learning Professional Knowledge Base

Professional learning is an essential component of growing and developing as a school librarian.

Candidates should engage in ongoing professional learning, regularly exploring new avenues for

reaching learners. Candidates participate in this professional learning to help their P12 learners

to academically achieve as well as to become lifelong learners. Current professional research

supports the need for school librarians to engage with the larger educational community

through membership and participation in professional organizations. School librarians have

multiple opportunities to further their knowledge through local, state, national, and

international professional organizations for school librarians (Everhart, 2018; Farmer, 2012;

Johnston, 2013).

School librarians improve by exploring and using current research on best practices. By using

research from experts, other school librarians, and their own findings, school librarians

demonstrate growth (Gordon, 2006). Professional learning occurs when school librarians are

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 24

involved in professional learning communities within their own school community and in the

broader educational community (Moreillon, 2016). School librarians might take on a variety of

roles within their professional learning communities including information specialist, staff

developer, teacher and collaborator, critical friend, leader, researcher, learner, and student

advocate (Hughes-Hassell, Brasfield, & Dupree, 2012).

Extensive research supports the role of school librarians as providers of professional

development within their own school communities (Abilock, Fontichiaro, & Harada, 2012;

Stroud, 2016). The School Librarian Competencies that are based on the Professional Standards

for Educational Leaders (PSELs) emphasize that “Effective School Library leaders develop their

personal professional capacity and practice to best support other school personnel in order to

promote each learner’s academic and/or professional success and well-being” (ALA, 2017).

According to Baker, this role as a provider of professional development and teacher of adults is

often new to those transitioning to the school library from the classroom (2016). Often this

professional development is centered on the integration of technology into classroom and

library teaching (Wine, 2016).

Component 5.2 Leadership and Collaboration Professional Knowledge Base

To be effective, school librarians should lead and collaborate within their schools and with the

broader educational community. Component 5.2 was influenced by the growing perception of

school librarians as leaders within their school communities. This leadership is often associated

with technology integration (Johnston, 2012; Wine, 2016). New theories about school librarian

leadership are being explored in the current research in the field (Everhart & Johnston, 2016;

Johnston, 2015). Extensive research has been conducted about growing leadership skills and

abilities in pre-service and early career school librarians (Smith, 2010; Smith, 2011; Smith, 2014;

Mardis & Everhart, 2014).

Recent scholarship indicates a close relationship between leadership and collaboration that

explores the connections between the instructional partner role of school librarians and their

leadership skills (Moreillon, 2013; Davenport & Mattson, 2018). Collaboration with teachers

and other educational stakeholders is essential to ensure the growth of all learners in the

community. Research indicates that effective collaboration can be used as a means of more

inclusive reform of educational practice (Kimmel, 2012). Additionally, engaging in collaboration

with pre-service teachers while preparing to become a school librarian can lead to increased

opportunities for collaboration in the future (Rawson, Anderson, & Hughes-Hassell, 2015).

Outside of the school environment, collaboration with local public libraries provides additional

opportunities for student access to resources (Smith, Shea, & Wu, 2014).

Component 5.3 Advocacy Professional Knowledge Base

Scholarship on advocacy indicates that many stakeholders (parents, administrators, teachers,

community members) lack knowledge about the purposes and potential impact of school

libraries (Everhart & Mardis, 2014). Further research indicates that school librarians also have

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 25

differing understandings of the role that school librarians can play in advocating for not only

their own school libraries but also for wider school improvements in teaching and learning

(Ewbank, 2011). Therefore, it is imperative that school librarians learn about effective means of

advocacy for their school libraries, students, and the larger educational programs within their

schools (Kachel, 2017; Kachel, 2018). Research shows that effective advocacy can change

perceptions about the school library (Burns, 2018).

Two competencies from the School Librarian PSELs informed this component: Competency 1

Mission, Vision and Core values and Competency 10 School Improvement. Competency 1

connects effective school librarians with their advocacy efforts in enacting a shared mission,

vision and core values of high-quality education and learner success. Competency 3 connects

effective school librarians as agents of continuous improvement (ALA, 2017).

Component 5.4 Ethical Practice Professional Knowledge Base

Ethical practice in school librarianship is grounded in the American Library Association Bill of

Rights (ALA, 2019). The American Library Association and its division, the American Association

of School Librarians, have expanded on those rights through position statements, policies, and

interpretations about the rights of library patrons including the rights of children (AASL, 2014).

Knowledge of these core documents of librarianship is at the core of good school librarianship.

In January 2019, ALA added a seventh right that protects privacy and confidentiality in library

use.

The implementation of the core values and defense of the Library Bill of Rights is the

cornerstone of unrestricted student access to information. Knowledge is not enough. The

Access to Resources and Services Interpretation of the Library Bill of Rights requires school

librarians to “assume a leadership role in promoting the principles of intellectual freedom

within the school by providing resources and services that create and sustain an atmosphere of

free inquiry” (ALA, 2014). The defense of the right to read and access information is central to

school librarianship and requires school librarians to advocate for, develop, and implement

policies and procedures that support those rights (Dawkins, 2018). The interpretations of the

Library Bill of Rights provide guidance in the practical application of the ethics and core values

of librarianship (Ballard, 2016; Garner, 2014). Additionally, school librarians should provide

instruction for the entire school community (learners, parents, administrators) about

intellectual freedom, intellectual property rights, and digital privacy, (Fiehn, 2016; Panter, 2015;

Seroff, 2015; Stripling, 2015)

The American Library Association Library Bill of Rights:

I. Books and other library resources should be provided for the interest, information,

and enlightenment of all people of the community the library serves. Materials should

not be excluded because of the origin, background, or views of those contributing to

their creation.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 26

II. Libraries should provide materials and information presenting all points of view on

current and historical issues. Materials should not be proscribed or removed because of

partisan or doctrinal disapproval.

III. Libraries should challenge censorship in the fulfillment of their responsibility to

provide information and enlightenment.

IV. Libraries should cooperate with all persons and groups concerned with resisting

abridgment of free expression and free access to ideas.

V. A person’s right to use a library should not be denied or abridged because of origin,

age, background, or views.

VI. Libraries which make exhibit spaces and meeting rooms available to the public they

serve should make such facilities available on an equitable basis, regardless of the

beliefs or affiliations of individuals or groups requesting their use.

VII. All people, regardless of origin, age, background, or views, possess a right to privacy

and confidentiality in their library use. Libraries should advocate for, educate about, and

protect people’s privacy, safeguarding all library use data, including personally

identifiable information (ALA, 2019).

C.2.4 References for Professional Knowledge Base

References for Standard 1

American Library Association. (2019, April 08). School Libraries. Retrieved from

http://www.ala.org/news/state-americas-libraries-report-2019/school-libraries

Bunner, T. (Jan/Feb 2017). When we listen. Knowledge Quest, 45(3), 38-45.

Burns, E. (2018). School librarian as inquisitor of practice: Reimagine, reflect, and react with the

new standards. Knowledge Quest, 46(4), 54-58.

Cook, N.A. & Hill, R.F. (Jan/Feb 2017). Considering cultural competence. Knowledge Quest,

45(3), 54-61.

Duvall, S. (Mar/April 2018) The future of school libraries. Knowledge Quest, 46 (4), 6-7.

Easley, M. (2017). Personalized learning environments and effective school library programs.

Knowledge Quest, 45(4), 16-23.

Horan, T. (2017). The art of learning: Three students share their secrets of success. Teacher

Librarian, 44(5), 17-20.

Kumasi, K. & Hughes-Hassell, S. (Jan/Feb 2017). Shifting lenses on youth literacy &

identity. Knowledge Quest, 45(3), 12-21.

Lafferty, K. E. (2014). What are you reading?: How school libraries can promote racial diversity

in multicultural literature. Multicultural Perspectives, 16(4), 203-209.

doi:10.1080/15210960.2014.951888

Long, L. B., & Jones, J. L. (April 2016). Dispositions of exemplary school librarians as identified by

graduate students. Teacher Librarian, 43(4), 8-12.

Lopez, F., & Iribarren, J. (2014). Creating and sustaining inclusive instructional settings for

English language learners: Why, what, and how. Theory Into Practice, 53(2), 106-114.

doi:10.1080/00405841.2014.885810

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 27

May, L. A., Bingham, G. E., & Pendergast, M. L. (2014). Culturally and linguistically relevant

readalouds. Multicultural Perspectives, 16(4), 210-218.

doi:10.1080/15210960.2014.952299

National Board for Professional Teaching Standards. (2012). Library Media Standards 2

edition. Retrieved from http://www.nbpts.org/wp-content/uploads/ECYA-LM.pdf

Norton, S.K. (2016) ESLP position statement lays foundation for ESSA implementation.

Knowledge Quest, September/October, 4-5.

O’Keeffe, S.B. & Medina, C.M. (2016). Nine strategies for helping middle school students

weather the perfect storm of disability, diversity, and adolescence. American Secondary

Education, 44(3), 72-87.

Olson, S. & Crossman, B. (2018). Six shifts of librarianship. School Library Connection,

January/February, 5-8.

Palin, R. (2014). Looking for peace and quiet. Knowledge Quest, 42(4), 16-21.

Segedin, L., Fahrer, N., Ernst, J. V., Clark, A. C., Kelly, D. P., & DeLuca, V. W. (2018). Adapting

instruction. Technology & Engineering Teacher, 78(4), 9-11. Retrieved from

https://search-ebscohost-

com.libez.lib.georgiasouthern.edu/login.aspx?direct=true&db=a9h&AN=133398157

Zilonis, M.F., & Swerling, C. (2018). On common ground: What does social and emotional

learning look like in your library part 1. School Library Connection, January/February, 27.

References for Standard 2

Brown, J. S. (2008). How to connect technology and passion in the service of learning. The

Chronicle of Higher Education, 55(8).

Burns, E. (2018). School librarian as inquisitor of practice: Reimagine, reflect, and react with the

new standards. Knowledge Quest, 46(4), 54-58.

Butler, R. P. (2016). Copyright basics & review. Knowledge Quest, 45(2), 8-17.

Crockett, L. W. (2018). Librarians lead the growth: Of Information literacy and global digital

citizens. Knowledge Quest, 46(4), 28-33.

Dadlani, P.& Todd, R. J. (2016). Social justice as strategy: Connecting school libraries,

collaboration, and IT. Library Quarterly, 86(1), 43-75.

Easley, M. (2017). Personalized learning environments and effective school library programs.

Knowledge Quest, 45(4), 16-23.

Harada, V. H., and Yoshina. J.M. (2010). Assessing for learning: Librarians and teachers as

partners. Libraries Unlimited.

Hughes-Hassel, S., & Stivers, J. (2015). Examining youth services librarians’ perceptions of

cultural knowledge as an integral part of their professional practice. School Libraries

Worldwide, 21(1), 121-136.

Kimmel, S. C. (2012). Collaboration as school reform: Are there patterns in the chaos of

planning with teachers? School Library Research, 15. Retrieved from

http://www.ala.org/aasl/pubs/slr

Kuhlthau, C.C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries

Worldwide, 16(1), 17-28.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 28

Ladson-Billings, G. (1995) Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465-491.

Levitov, D. (2016). School libraries, librarians, and inquiry learning. Teacher Librarian, 43(3), 28 -

35.

McKenzie, J. (2009). Connecting the dots. Knowledge Quest, 38(1), 32-39.

Maniotes, L. (2016). Intentional inquiry: Vision, persistence, and relationships. Teacher

Librarian, 43(5), 8-11.

Montiel-Overall, P. (2008). Teacher and librarian collaboration: A qualitative study. Library &

Information Science Research, 30, 145-155.

Robinson, D. E. (2017). Universal design for learning and school libraries. Knowledge Quest,

46(1), 56 -61.

Stripling, B. K., & Harada, V. H. (2012). Designing learning experiences for deeper

understanding. School Library Monthly, 29(3), 5-12.

Thomas, N. P., Crow, S. R., Franklin, L.L. (2011). Information literacy and information skills

instruction: Applying research to practice in the 21st century school library. Santa

Barbara, CA: Libraries Unlimited.

References for Standard 3

American Association of School Librarians. (2018). National school library standards for

learners, school librarians, and school libraries. Chicago: ALA Editions, an imprint of the

American Library Association, 2018.

American Library Association. (2015). Framework for information literacy for higher education.

Chicago: Association of College & Research Libraries.

American Library Association. (2008). Guidelines for the development and promotion of

multilingual collections and services. References & User Services Quarterly, 47(2), 198-

200.

Ciampa, K. (2014, February 01). Learning in a mobile age: An investigation of student

motivation. Journal of Computer Assisted Learning, 30, 1, 82-96. doi: 10.1111/jcal.12036

Cordell, D. (2016). Using images to teach critical thinking skills: Visual literacy and digital

photography. Santa Barbara, CA: Libraries Unlimited.

Crow, S. R. (2015). The information seeking behavior of intrinsically motivated elementary

school children of a collectivist culture. School Library Research, 18. Retrieved from

http://www.ala.org/aasl/slr/volume18/crow

Crow, S. R., & Kastello, L. (2017). A tale of three cities: Fostering intrinsic motivation for

information seeking in children of diverse cultures. International Education Studies, 10

(5). Retrieved from

http://www.ccsenet.org/journal/index.php/ies/article/view/68009/36901

Crow, S. R., & Small, R. V. (2011, February). Developing the motivation within: Using praise and

rewards effectively. School Library Monthly, 27(5), 5-7.

Fletcher, J., Grimley, M., Greenwood, J., & Parkhill, F. (2012). Motivating and improving

attitudes to reading in the final years of primary schooling in five New Zealand schools.

Literacy, 46(1), 3-16. doi: 10.1111/j.1741-4369.2011.00589.x

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 29

Fontichiaro, K., & Oehrli, J. A. (2016). Why data literacy matters. Knowledge Quest, 44 (5), 21-

17.

Francois, C. (2013). Reading in the crawl space: A study of an urban school’s literacy-focused

community of practice. Teachers College Record, 115(5), 1-35.

Garrison, K., Forest, D., & Kimmel, S. (2014). Curation in translation: Promoting global

citizenship through literature. School Libraries Worldwide, 20(1), 70-96.

Hamilton, B. (2016). Citizenship in the digital world. Library Sparks, 13(8), 11-14.

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic

learning. British Journal of Educational Technology, 44(4), 607-615.

doi:10.1111/bjet.12048

International Society for Technology Education. (2017). ISTE standards for educators. Retrieved

from https://www.iste.org/standards/for-educators

International Society for Technology Education. (2016). ISTE standards for students. Retrieved from

https://www.iste.org/standards/for-students

Ivey, G., & Johnston, P. H. (2013). Engagement with young adult literature: Outcomes and

processes. Reading Research Quarterly, 48(3), 255-275. doi:10.1002/rrq.46

Knapp, N. F. (2013). Cougar readers: Piloting a library-based intervention for struggling readers.

School Libraries Worldwide,19(1), 72-90.

Kovalik, C., Yutzey, S., & Piazza, L. (2013). Information literacy and high school seniors:

Perceptions of the research process. School Library Research, 16, 1-26. Retrieved from

www.ala.org/aasl/slr

Lee, L. (2014). Digital news stories: Building language learners' content knowledge and speaking

skills. Foreign Language Annuals, 47, 338-356. doi: 10.1111/flan.12084

McKenna, M. C., Conradi, K., Lawrence, C., Jang, B., & Meyer, J. (2012). Reading attitudes of

middle school students: Results of a U.S. survey. Reading Research Quarterly, 47(3), 283-

306.

Paganelli, A., & Houston, C. (2014). School library eBook providers and linguistic equity: An

analysis of eBook collections available to school libraries worldwide. International

Association of School Librarians Conference Proceedings 2014, International Association

of School Librarians, Bali, Indonesia.

Preddy, L. (2016). The critical role of the school librarian in digital citizenship education.

Knowledge Quest, 44(4), 4-5.

Smith, L. N. (2016). Information literacy as a tool to support political participation. Library &

Information Research, 40(123), 14-23.

Smith, N., & Day, B. (2013). Keys to reading among middle school children. The Educational

Forum, 77(2), 75-91. doi: 10.1080/00131725.2012.761314

Strittmatter, C., & Bratton, V. K. (2014). Plagiarism awareness among students: Assessing

integration of ethics theory into library instruction. College & Research Libraries, 75(5),

736-752. doi:10.5860/crl.75.5.736

Wright, S., Fugett, A., & Caputa, F. (2013). Using e-readers and internet resources to support

comprehension. Educational Technology & Society, 16(1), 367-379. Retrieved from

http://www.ifets.info/index.php

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 30

References for Standard 4

American Association of School Librarians. (2018). AASL standards framework for learners.

Retrieved from https://standards.aasl.org/

American Library Association. (2014, July 1). Access to resources and services in the school

library. Retrieved from http://www.ala.org/advocacy/

American Library Association. (2006, July 26). Diversity in collection development. Retrieved

from http://www.ala.org/advocacy/

Council of Chief State School Officers (2013). InTASC Model core teaching standards and

learning progressions for teachers 1.0. Washington, DC: Author.

Crompton, H. (2017). ISTE standards for educators: A guide for teachers and other professionals.

Retrieved from https://ebookcentral.proquest.com

Dickinson, G., Gavigan, K., & Pribesh, S. (2008). Open and accessible: The relationship between

closures and circulation in school library media centers. School Library Media Research,

11, 1-21. Retrieved from http://www.ala.org/aasl/pubs/slr

Hughes-Hassell, S., and Stivers, J. (2015). Examining youth services librarians’ perceptions of

cultural knowledge as an integral part of their professional practice. School Libraries

Worldwide, 21(1), 121-136.

Richey, J. (2014). School librarians’ experiences with evidence-based library and information

practice. School Library Research, 17. Retrieved from http://www.ala.org/aasl/pubs/slr

Subramaniam, M., Oxley, R., and Kodama, C. (2013). School librarians as ambassadors of

inclusive information access for students with disabilities. School Library Research, 16.

Retrieved from http://www.ala.org/aasl/pubs/slr

Todd, R.J. (2015). Evidence-based practice and school libraries: Interconnections of evidence,

advocacy, & actions. Knowledge Quest, 43(3), 8-15.

References for Standard 5

Abilock, D., Fontichiaro, K., & Harada, V. (Eds.). (2012). Growing schools: Librarians as

professional developers. Santa Barbara, California: Libraries Unlimited.

American Library Association. (2019). Library Bill of Rights. Retrieved from

http://www.ala.org/advocacy/intfreedom/librarybill

American Library Association. (2014). Access to resources and services in the school library: An

interpretation of the Library Bill of Rights. Retrieved from

http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/accessresources

American Library Association (2017). School librarian-PSEL competencies: Building our expertise

from “Libraries Transform: The Expert in the Library. Retrieved from

http://researchguides.austincc.edu/c.php?g=554360&p=3891603

Baker, S. (2016). From teacher to school librarian leader and instructional partner: a proposed

transformation framework for educators of preservice school librarians. School Libraries

Worldwide, 22(1), 143+.

Ballard, S. (2016). CORE VALUES AASL at 65: A Reflection on and affirmation of enduring core

values that sustain us. Knowledge Quest, 45(1), 26–33.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 31

Burns, E. (2018). Advocating for change in school library perceptions. Teacher Librarian, 46(1),

8–14.

Davenport, A., & Mattson, K. (2018). COLLABORATIVE LEADERSHIP as a CATALYST FOR Change.

Knowledge Quest, 46(3), 14–21.

Dawkins, A. M. (2018). The decision by school librarians to self-censor: The impact of perceived

administrative discomfort. Teacher Librarian, 45(3), 8–12.

Everhart, N. (2018). Going global: International professional organizations for school librarians.

Knowledge Quest, 46(5), E1–E5.

Everhart, N., & Johnston, M. (2016). A proposed theory of school librarian leadership: A meta-

ethnographic approach. School Library Research, 19, 1–30. Retrieved from

http://www.ala.org/aasl/pubs/slr

Everhart, N., & Mardis, M. (2014). What do stakeholders know about school library programs?

Results of a focus group evaluation. School Library Research, 17, 1-14. Retrieved from

http://www.ala.org/aasl/pubs/slr

Ewbank, A. D. (2011). School librarians’ advocacy for the profession: Results of a U.S. national

survey. School Libraries Worldwide, 17(2), 41-58.

Farmer, L. (2012). The roles of professional organizations in school library education: Case

studies from around the world. School Libraries Worldwide, 18(2), 1-11.

Fiehn, B. (2016). just because you can doesn’t mean you should. Knowledge Quest, 45(2), 34-40.

Garner, M. (2015). Ethics Today. Knowledge Quest, 44(1), 36-41.

Gordon, C.A. (2006). A study of a three-dimensional action research training model for school

library programs. School Library Media Research, 9, 1-48. Retrieved from

http://www.ala.org/aasl/pubs/slr

Harvey, C. (2013). The librarian’s role in schoolwide professional development. Library Media

Connection, 32(3), 24-25.

Hughes-Hassell, S., Brasfield, A., & Dupree, D. (2012). Making the most of professional learning

communities. Knowledge Quest, 41(2), 30-37.

Johnston, M. (2012). School librarians as technology integration leaders: Enablers and barriers

to leadership enactment. School Library Research, 15, 1-33. Retrieved from

http://www.ala.org/aasl/pubs/slr

Johnston, M. (2013) The importance of professional organizations and mentoring in enabling

leadership. Knowledge Quest, 41(4), 34-39.

Johnston, M. (2015). Distributed leadership theory for investigating teacher librarian

leadership. School Libraries Worldwide, 21(2), 39–57. doi: 10.14265.21.2.003

Kachel, D. (2017). The advocacy continuum. Teacher Librarian, 44(3), 50-52

Kachel, D. (2018). School librarians as equity warriors: Advocating for all students. Teacher

Librarian, 46(2), 44-46.

Kimmel, S. (2012). Collaboration as school reform: Are there patterns in the chaos of planning

with teachers? School Library Research, 15, 1-15. Retrieved from

http://www.ala.org/aasl/pubs/slr

Mardis, M. & Everhart, N. (2014). Stakeholders as researchers: A multiple case study of using

cooperative inquiry to develop and document the formative leadership experiences of

new school library professionals. Library and Information Science Research, 36(1), 3-15.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 32

Moreillon, J. (2013). Educating for school library leadership: Developing the instructional

partnership role. Journal of Education for Library & Information Science, 54(1), 55-66.

Moreillon, J. (2016). Building your PERSONAL LEARNING NETWORK (PLN): 21st-century school

librarians seek self-regulated professional development online. Knowledge Quest, 44(3),

64-69.

Oltmann, S. (2018). Ethics, values, and intellectual freedom in school libraries. School Libraries

Worldwide, 24(1), 71-86. doi: 10.14265.24.1.005

Panter, S. L. (2015). To protect and serve. Knowledge Quest, 44(1), 68-71.

Rawson, C. H., Anderson, J., & Hughes-Hassell, S. (2015). Preparing pre-service school librarians

for science-focused collaboration with pre-service elementary teachers: The design and

impact of a cross-class assignment. School Library Research, 18, 1-26. Retrieved from

http://www.ala.org/aasl/pubs/slr

Seroff, J. (2015). Developing a curriculum in intellectual freedom. Knowledge Quest, 44(1), 20-

24.

Smith, D. (2010). Making the case for the leadership role of school librarians in technology

integration. Library Hi Tech, 28(4), 617-631. doi: 10.1108/07378831011096277

Smith, D. (2011). Educating pre-service school librarians to lead: A study of self-perceived

transformational leadership behaviors. School Library Media Research, 14. Retrieved

from http://www.ala.org/aasl/pubs/slr

Smith, D. (2014). Improving the leadership skills of pre-service school librarians through

leadership pre-assessment. Journal of Education for Library and Information Science,

55(1), 55-68.

Smith, D., & Shea, M., & Wu, W. (2014). Collaborative resource sharing between public and

school libraries. Interlending & Document Supply, 42(4), 159-164

Stripling, B. (2015). CREATING A Culture OF INTELLECTUAL Freedom THROUGH LEADERSHIP

AND ADVOCACY. Knowledge Quest, 44(1), 14-19.

Stroud, Jeanne. (2016). The Reality of Providing Professional Development in the Work

Responsibilities of School Librarians. UNC Chapel Hill Theses, 1.

Wine, L. (2016). School librarians as technology leaders: An evolution in practice. Journal of

Education for Library & Information Science, 57(2), 207-220.

C.2.4 – Developing Consensus

ALA-AASL has taken several steps to ensure development of consensus through the distribution

of drafts, focus group feedback, and requesting input from a variety of constituencies. First, it

appointed members to the AASL-CAEP Coordinating Committee for the development of the

School Librarian Preparation Standards with the goal of developing consensus and developing

standards that were rigorous and modern. The Coordinating Committee includes racial/ethnic,

geographic, and professional diversity. The members are:

Susan Ballard

Judy Bivens

Audrey Church (Ex-Officio)

Sherry Crow

April Dawkins (Co-Chair)

Gail Dickinson (Co-Chair)

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 33

Kimberly Gangwish

Lucy Santos Green

Stephanie Jones

Ramona Kerby

Rebecca Pasco

Barbara Ray

Together, these individuals represent the American Association of School Librarians, The

Educators Section of AASL, Nationally Board Certified school librarians, educator preparation

provider deans, teaching/learning researchers, and experienced standards developers (InTASC

and SPA Standards).

C.2.4 – Soliciting and Responding to Comments

During the standards revision process, input was gathered from various constituencies,

detailed below and summarized here:

• AASL used multiple means to gather input from various constituencies including

distribution of drafts to professional listservs, open hearings at professional

conferences, and Web-based surveys.

• Constituencies from whom input was solicited included practitioners, supervisors at the

district and state levels, higher education faculty, state education agencies, students in

school librarianship programs, and other Specialty Professional Associations.

Throughout the standards revision process, members of the committee carefully analyzed

and discussed feedback and comments received. All suggestions were considered and, as

appropriate, incorporated into the draft of standards submitted to CAEP. The Committee

worked collaboratively in small working groups and as a whole using shared documents with

commenting features. All comments were discussed and then consensus reached about all

decisions.

Timeline for Development

AASL began the process of revising and updating the 2010 ALA/AASL Standards for Initial

Preparation of School Librarians in spring of 2017. A survey was drafted and distributed under

the leadership of 2016-2017 AASL President, Dr. Audrey Church. The survey asked six questions

of respondents:

1. Which standards should be strengthened?

2. What suggestions do you have for new language to be added to a particular

standard?

3. Should any of the current wording/phrasing/topics within one or more of the

standards be deleted?

4. Leadership is an important element of school librarianship. How should it be

addressed within the new standards?

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 34

5. As the school library field changes, what emerging topics should be included in the

new standards?

6. Is there anything else you would like AASL to consider with these revisions?

The survey was distributed on May 15, 2017 to the Educators of School Librarians Section of

AASL, the Supervisors Section of AASL, Contacts for AASL/CAEP Nationally Recognized

Programs, CAEP Program Reviewers, and the Council of State Library Consultants. Results were

collected through June 2, 2017. A total of 76 individuals responded to the survey.

An open meeting of the AASL-CAEP Coordinating Committee was held on Friday, June 23, 2017

in Chicago at the ALA Annual Conference. A working meeting followed the next day. During

these meetings the committee members began analysis of the survey results, discussed a

timeline for developing and gaining feedback on the revised standards, and reviewed an

Executive Summary of the new National School Library Standards that were to be released in

November 2017.

The committee continued working on developing the standards and components meeting

online from June until October 2017. A working draft of the standards and components were

finalized in October 2017. This draft was presented at an open forum during the AASL National

Conference in November 2017. Over 50 representatives from practicing school librarians,

district library supervisors, school library educators, and state level school library consultants

attended the forum and provided feedback on the draft.

The CAEP Coordinating Committee continued to meet online two or three times monthly from

November 2017 until January 2018 to incorporate feedback from the forum and develop a new

draft of the standards. A new draft of the standards was presented at the Educators of School

Librarians Section meeting at the ALA Midwinter Meeting in Denver, Colorado in February 2018.

From February until May 2018, the CAEP Coordinating Committee continued its online

meetings to finalize the draft of the standards, develop rubrics, and supporting explanations.

This draft was approved by the AASL Executive Board at ALA Annual in New Orleans in June

2018 and was submitted for informal review to CAEP for comment and feedback in July 2018.

In August 2018, the current draft of the standards was emailed for comment to sixteen of the

other CAEP Specialized Professional Association contacts with a request that they share the

standards and respond to a brief survey commenting on those standards. At the same time,

feedback was requested from the International Society for Technology in Education (ISTE)

school librarians’ group, Association for Library and Information Science Educators (ALISE)

School Librarians SIG, and the full AASL membership. The survey asked for general comments or

suggestions for each of the five standards. Twenty-eight responses were received. One

response was from a member of ISTE. All of the other survey responses were from members of

the American Association of School Librarians. The AASL-CAEP Coordinating Committee

reviewed the comments and suggestions from the respondents and came to consensus about

areas needed for revision. These suggestions were incorporated during October and November

of 2018.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 35

The AASL-CAEP Coordinating Committee received feedback from the CAEP SPA Standards

Committee in early October 2018. Using the CAEP Feedback and the comments and suggestions

from the August 2018 survey, the AASL-CAEP Coordinating Committee worked to revise rubrics

and provide clear supporting explanations for each standard. This work continued through May

of 2019.

C.2.5 Approach to alignment of the School Librarian Standards to the CAEP principles

The school library field has always been standards-based, following current best practices in

both library science and education. The knowledge base of school librarianship is reflected in

the National School Library Standards (2018) and the NBPTS Library Media Standards (2012),

and other documents such as the Framework for 21st Century Learning (2009) from the

Partnership for 21st Century Skills. Each of the five standards is based on a critical piece of the

overall knowledge base that new school librarians must have to be successful. The standards

are written broadly, for the character of each preparation program to be different, while still

staying within the organizing framework of the standards.

The profession of school librarianship is situated within the library science and the education

professions. It draws best practices from each of those professions. Because of this dual focus,

the standards are organized according to how the practice in the profession is organized. The

matrix below shows how the CAEP Principles are included in each standard. Additionally,

further discussion of alignment to the CAEP principles is included in the supporting explanation

for each standard.

CAEP Principles

Placement within AASL Standards (listed by component)

A. The Learner and Learning

1.1 Learner Development

1.2 Learner Diversity

1.3 Learner Differences

1.4 Learning Environments

B. Content

3.1 Reading Engagement

3.2 Information Literacy

3.3 Technology-Enabled Learning

4.2 Information Resources

C. Instructional Practice

2.1 Planning for Instruction

2.2 Instructional Strategies

2.3 Integrating Ethical Use of Information into Instructional

Practice

2.4 Assessment

D. Professional

Responsibility

4.1 Access

4.3 Evidence-Based Decision Making

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 36

5.1 Professional Learning

5.2 Leadership and Collaboration

5.3 Advocacy

5.4 Ethical Practice

C.2.6 – Potential Duplication and/or overlaps in Standards

The ALA/AASL/CAEP School Librarian Preparation Standards (2019) were developed with a

sound foundational review of complementary standards. Similar to the collaborative and

integrated nature of the school library professional in the school, standards development was

started with a review of relevant standards, including InTASC and the National Board for

Professional Teaching Standards ECYA Library Media Standards. Of particular interest were the

2017 International Society for Technology in Education (ISTE) Standards for Educators and the

2017 International Literacy Association (ILA) Standards for the Preparation of Literacy

Professionals.

The ISTE seven educator standards of Learner, Leader, Citizen, Collaborator, Designer,

Facilitator, and Analyst for the technology professional provide a strong partnership with the

ALA/AASL/CAEP School Librarian Preparation Standards of Learner and Learning, Planning for

Instruction, Knowledge and Application of Content, Organization and Access, and Leadership,

Advocacy, and Professional Responsibility. There is some overlap in concepts of the two sets of

standards, but ISTE is focused on technology in education and the ALA/AASL standards focus on

a much broader scale of school librarianship of which technology is one component. Some

overlap between the two sets of standards is unavoidable considering the inclusion of

technology in school librarianship. The ability to use technology is a foundation for strong

school librarians. Every standard addresses technology, from instruction to program

administration and personal professional learning. Although technology use is a cross-cutting

theme, Standard 3 focuses directly on technology-enabled learning.

The ILA standards of Diversity and Equity, Learners and the Literacy Environment, and

Professional Learning and Leadership demonstrate a strong correlation with the

ALA/AASL/CAEP School Librarian Preparation Standards (2019). Because school library

programs and school librarians can have a defining impact on literacy of students, there is a

natural relationship between aspects of the two standards. The concept of diversity and equity

is demonstrated in both sets of standards and play an equally important role in the

development of collections, school library programming, and knowledge of literacy candidates

in order to meet the needs of a diverse community. The overlap in the two sets of standards

cannot be avoided because the standards are a necessity of quality programming in each area.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 37

C.2.6 - Comparison of ALA/AASL/CAEP School Librarian Preparation Standards (2019)

and 2017 ISTE Standards for Educators

ALA/AASL/CAEP School Librarian Preparation Standards

(2019)

2017 ISTE Standards for

Educators

Standard 1 – The Learner and Learning: Candidates in school

librarian preparation programs are effective educators who

demonstrate an awareness of learners’ development.

Candidates promote cultural competence and respect for

inclusiveness. Candidates integrate the National School Library

Standards considering learner development, diversity, and

differences while fostering a positive learning

environment. Candidates impact student learning so that all

learners are prepared for college, career, and life.

Standard 1 – Learner: Educators

continually improve their practice

by learning from and with others

and exploring proven and promising

practices that leverage technology

to improve student learning.

Standard 5 – Designer: Educators

design authentic, learner-driven

activities and environments that

recognize and accommodate

learner variability.

Standard 2 – Planning for Instruction: Candidates in school

library preparation programs collaborate with the learning

community to strategically plan, deliver, and assess instruction.

Candidates design culturally responsive learning experiences

using a variety of instructional strategies and assessments that

measure the impact on student learning. Candidates guide

learners to reflect on their learning growth and their ethical

use of information. Candidates use data and information to

reflect on and revise the effectiveness of their instruction.

Standard 1 – Learner: Educators

continually improve their practice

by learning from and with others

and exploring proven and promising

practices that leverage technology

to improve student learning.

Standard 4 – Collaborator:

Educators dedicate time to

collaborate with both colleagues

and students to improve practice,

discover and share resources and

ideas, and solve problems.

Standard 5 – Designer: Educators

design authentic, learner-driven

activities and environments that

recognize and accommodate

learner variability.

Standard 7 – Analyst: Educators

understand and use data to drive

their instruction and support

students in achieving their learning

goals.

Standard 3 – Knowledge and Application of Content:

Candidates in school librarian preparation programs are

knowledgeable in literature, digital and information literacies,

and current instructional technologies. Candidates use their

pedagogical skills to actively engage learners in the critical-

Standard 1 – Learner: Educators

continually improve their practice

by learning from and with others

and exploring proven and promising

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 38

thinking and inquiry process. Candidates use a variety of

strategies to foster the development of ethical digital citizens

and motivated readers.

practices that leverage technology

to improve student learning.

Standard 3 – Citizen: Educators

inspire students to positively

contribute to and responsibly

participate in the digital world.

Standard 5 – Designer: Educators

design authentic, learner-driven

activities and environments that

recognize and accommodate

learner variability.

Standard 6 – Facilitator: Educators

facilitate learning with technology

to support student achievement of

the ISTE Standards for Students.

Standard 4 – Organization and Access: Candidates in school

librarian preparation programs model, facilitate, and advocate

for equitable access to and the ethical use of resources in a

variety of formats. Candidates demonstrate their ability to

develop, curate, organize, and manage a collection of

resources to assert their commitment to the diverse needs and

interests of the global society. Candidates make effective use

of data and other forms of evidence to evaluate and inform

decisions about library policies, resources, and services.

Standard 3 – Citizen: Educators

inspire students to positively

contribute to and responsibly

participate in the digital world.

Standard 5 – Designer: Educators

design authentic, learner-driven

activities and environments that

recognize and accommodate

learner variability.

Standard 7 – Analyst: Educators

understand and use data to drive

their instruction and support

students in achieving their learning

goals.

Standard 5 – Leadership, Advocacy, and Professional

Responsibility: Candidates in school librarian preparation

programs are actively engaged in leadership, collaboration,

advocacy, and professional networking. Candidates participate

in and lead ongoing professional learning. Candidates advocate

for effective school libraries to benefit all learners. Candidates

conduct themselves according to the ethical principles of the

library and information profession.

Standard 1 – Learner: Educators

continually improve their practice

by learning from and with others

and exploring proven and promising

practices that leverage technology

to improve student learning.

Standard 2 – Leader: Educators

seek out opportunities for

leadership to support student

empowerment and success and to

improve teaching and learning.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 39

Standard 4 – Collaborator:

Educators dedicate time to

collaborate with both colleagues

and students to improve practice,

discover and share resources and

ideas, and solve problems.

C.2.6 Comparison of ALA/AASL/CAEP School Librarian Preparation Standards (2019) and 2017 ILA

Standards for the Preparation of Literacy Professionals

ALA/AASL/CAEP School Librarian Preparation

Standards (2019)

2017 ILA Standards for the

Preparation of Literacy Professionals

Standard 1 – The Learner and Learning: Candidates in

school librarian preparation programs are effective

educators who demonstrate an awareness of

learners’ development. Candidates promote cultural

competence and respect for inclusiveness. Candidates

integrate the National School Library Standards

considering learner development, diversity, and

differences while fostering a positive learning

environment. Candidates impact student learning so

that all learners are prepared for college, career, and

life.

Standard 4 – Diversity and Equity:

Candidates demonstrate knowledge of

research, relevant theories, pedagogies,

essential concepts of diversity and equity;

demonstrate and provide opportunities for

understanding all forms of diversity as

central to students' identities; create

classrooms and schools that are inclusive

and affirming; advocate for equity at school,

district, and community levels.

Standard 2 – Planning for Instruction: Candidates in

school library preparation programs collaborate with

the learning community to strategically plan, deliver,

and assess instruction. Candidates design culturally

responsive learning experiences using a variety of

instructional strategies and assessments that measure

the impact on student learning. Candidates guide

learners to reflect on their learning growth and their

ethical use of information. Candidates use data and

information to reflect on and revise the effectiveness

of their instruction.

Standard 5 – Learners and the Literacy

Environment: Candidates meet the

developmental needs of all learners and

collaborate with school personnel to use a

variety of print and digital materials to

engage and motivate all learners; integrate

digital technologies in appropriate, safe, and

effective ways; foster a positive climate that

supports a literacy-rich learning

environment.

Standard 3 – Knowledge and Application of Content:

Candidates in school librarian preparation programs

are knowledgeable in literature, digital and

information literacies, and current instructional

technologies. Candidates use their pedagogical skills

to actively engage learners in the critical-thinking and

inquiry process. Candidates use a variety of strategies

to foster the development of ethical digital citizens

and motivated readers.

Standard 5 – Learners and the Literacy

Environment: Candidates meet the

developmental needs of all learners and

collaborate with school personnel to use a

variety of print and digital materials to

engage and motivate all learners; integrate

digital technologies in appropriate, safe, and

effective ways; foster a positive climate that

supports a literacy-rich learning

environment.

Standard 4 – Organization and Access: Candidates in

school librarian preparation programs model,

Standard 4 – Diversity and Equity:

Candidates demonstrate knowledge of

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 40

facilitate, and advocate for equitable access to and

the ethical use of resources in a variety of formats.

Candidates demonstrate their ability to develop,

curate, organize, and manage a collection of resources

to assert their commitment to the diverse needs and

interests of the global society. Candidates make

effective use of data and other forms of evidence to

evaluate and inform decisions about library policies,

resources, and services.

research, relevant theories, pedagogies,

essential concepts of diversity and equity;

demonstrate and provide opportunities for

understanding all forms of diversity as

central to students' identities; create

classrooms and schools that are inclusive

and affirming; advocate for equity at school,

district, and community levels.

Standard 5 – Learners and the Literacy

Environment: Candidates meet the

developmental needs of all learners and

collaborate with school personnel to use a

variety of print and digital materials to

engage and motivate all learners; integrate

digital technologies in appropriate, safe, and

effective ways; foster a positive climate that

supports a literacy-rich learning

environment.

Standard 5 – Leadership, Advocacy, and Professional

Responsibility: Candidates in school librarian

preparation programs are actively engaged in

leadership, collaboration, advocacy, and professional

networking. Candidates participate in and lead

ongoing professional learning. Candidates advocate

for effective school libraries to benefit all learners.

Candidates conduct themselves according to the

ethical principles of the library and information

profession.

Standard 6 – Professional Learning and

Leadership: Candidates recognize the

importance of, participate in, and facilitate

ongoing professional learning as part of

career-long leadership roles and

responsibilities.

C.2.6 CAEP Cross-Cutting Theme: Diversity

Diversity is a strong cross-cutting theme in the ALA/AASL/CAEP School Librarian Preparation

Standards. Particularly in Standard One, candidates are required to promote cultural

competence, consider learner diversity, and create environments rich with opportunities for all

students. This theme is repeated in Standard Two, with the candidate responsibility to design

developmentally and culturally responsive learning experiences, in Standard Three, which

requires candidates to demonstrate knowledge of diverse literature for children and youth, in

Standard Four, with the mandate for equitable access and a commitment for diverse needs,

and in Standard Five, which extends the recognition of diverse needs to all members of the

learning community.

C.2.6 CAEP Cross-Cutting Theme: Digital Learning

The ability to use technology is a foundation for strong school librarians. Every standard

addresses technology, from instruction to program administration and personal professional

learning. Although digital learning is a cross-cutting theme, Standard 3 focuses directly on

technology-enabled learning, digital and information literacies, and development of ethical

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 41

digital citizens. Standard 1’s supporting explanation clarifies the need for access to digital

resources that support learning differences. Finally, Standard 4’s emphasis on equitable access

includes access to both digital and virtual resources in the school library.

C.2.7 – Analysis of Differences from Current Standards

Overview of Changes in the ALA/AASL/CAEP School Librarian Preparation Standards (2019)

The new 2019 ALA/AASL/CAEP Standards reflect the following changes from the 2010 ALA/AASL

Standards:

• Changed the term “element” to “component.”

• Reduced the number of components from 20 to 18.

• Based four of the 2019 ALA/AASL Standards on the four CAEP principles (CAEP, 2017*):

• ALA/AASL Standard 1, The Learner and Learning (CAEP principle A. Learner and

Learning)

• ALA/AASL Standard 2, Planning for Instruction (CAEP principle C. Instructional

Practice)

• ALA/AASL Standard 3, Knowledge and Application of Content (CAEP principle B.

Content)

• ALA/AASL Standard 5, Leadership, Advocacy, and Professional Responsibility

(CAEP principle D. Professional Responsibility).

• Included the SPA-specific standard, ALA/AASL Standard 4, Organization and Access. This

standard includes the components 4.1 Access, 4.2 Information Resources, and 4.3

Evidence-based Decision Making.

• Provided a rationale for standards and components through more extensive

supporting explanations from professional knowledge-based literature.

• Incorporated terminology and themes from the National School Library Standards

(AASL, 2018**).

• Included examples of candidate actions that can provide evidence for meeting each

component

• Provided extensive rubrics that break components apart as necessary in order to

evaluate the evidence more clearly.

• Shifted from a compendium of what candidates know and are able to do, to a focus on

helping individuals from the learning community develop and learn.

• Integrated mutually supportive cross-cutting themes of diversity, technology, and ethics.

*CAEP. (January, 2017).The CAEP Guidelines on Program Review with National Recognition Using Specialized Professional

Association (SPA) Standards.

**AASL. (2018) National School Library Standards for Learners, School Librarians, and Libraries. Chicago, ALA Editions.

How the 2019 ALA/AASL/CAEP Standards Differ from the 2010 ALA/AASL Standards

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 42

At the standard level, the 2019 ALA/AASL Standards differ from the 2010 ALA/AASL standards in

the following ways:

Standard 1: The Learner and Learning

• 2019 Standards focus on learners’ development and diversity, and their learning

differences and environments rather than the school librarian’s pedagogy (2010).

• 2019 Standards emphasize candidates’ cultural competence and inclusiveness.

• 2019 Standards encompass candidate responsibility in ensuring the personal

development of all members of a learning community, including those with diverse

intellectual abilities, learning modalities, and physical variabilities.

• 2019 Standards now include the development of virtual environments along with the

physical environment of the school library.

• 2019 Standards now have unique components for learner differences, diversity, and

environment whereas these elements were combined in one element of the 2010

Standards.

• 2010 Standards phrase “21st century learners” is now outdated and has been deleted.

Standard 2: Planning for Instruction

• Standard 2 extends and builds upon the 2019 Standard 1 by including additional

pedagogical-like components and is now more comprehensive than the 2010 Standard

• 2019 Standard 2 includes a separate component for Assessment (2.4).

• 2019 Standard 2 includes a focus on ethical use of information in instructional practice

which was previously part of 2010 Standard 3.

Standard 3: Knowledge and Application of Content

• The 2019 Standards now have one component (3.1) on reading instead of an entire

standard (2010). 2019 Standard 3: Component 3.1 Reading Engagement is similar to the

2010 Standard 2, Literacy and Reading.

• 2019 Standard 3 includes three components: 3.1 Reading Engagement, 3.2 Information

Literacy, and 3.3 Technology-Enabled Learning whereas these skills appeared in multiple

places in the 2010 Standards.

• 2019 Standard 3 now includes a focus on multiple literacies (3.2).

• 2019 Standard 3 introduces the term digital citizenship (3.3).

Standard 4: Organization and Access

• 2019 Standard 4 is comparable with 2010 Standard 3: Information and Knowledge in

that both standards discuss access, resources, and use of data to make decisions.

• 2019 Standard 4 components reflect candidates’ responsibilities to both the

management of the school library and teaching, whereas the 2010 Standards focus

more on teaching aspects.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 43

• 2019 Standard 4: Component 4.3 Evidence-Based Decision Making is similar to 2010

Standard 3.4 Research and Knowledge Creation.

• 2019 Standard 4 now aligns access to materials with the managerial responsibilities of

school librarians.

Standard 5: Leadership, Advocacy, and Professional Responsibility

• 2019 Standard 5 is comparable to 2010 Standard 4.

• 2019 Standard 5 focuses on librarian behaviors in professional growth versus library

program management in 2010 standards.

• The 2019 Standards no longer have a specific component devoted to collection

development as did the 2010 Standard 5: Element 5.1 Collections. The 2019 Component

4.2 Information Resources somewhat addresses collection evaluation.

Below follows a detailed side-by-side comparison of the 2010 and 2019 ALA/AASL/CAEP School Librarian

Preparation Standards.

2010 ALA/AASL Standards and Elements

2019 ALA/AASL/CAEP Standards and Components

Standard 1: Teaching for Learning

Candidates are effective teachers who demonstrate knowledge

of learners and learning and who model and promote

collaborative planning, instruction in multiple literacies, and

inquiry-based learning, enabling members of the learning

community to become effective users and creators of ideas and

information. Candidates design and implement instruction that

engages students' interests and develops their ability to inquire,

think critically, gain and share knowledge.

1.1 Knowledge of learners and learning. Candidates are

knowledgeable of learning styles, stages of human growth and

development, and cultural influences on learning. Candidates

assess learner needs and design instruction that reflects

educational best practice. Candidates support the learning of all

students and other members of the learning community,

including those with diverse learning styles, physical and

intellectual abilities and needs. Candidates base twenty-first

century skills instruction on student interests and learning

needs and link it to the assessment of student achievement.

1.2 Effective and knowledgeable teacher. Candidates

implement the principles of effective teaching and learning that

contribute to an active, inquiry-based approach to learning.

Candidates make use of a variety of instructional strategies and

assessment tools to design and develop digital-age learning

experiences and assessments in partnership with classroom

teachers and other educators. Candidates can document and

communicate the impact of collaborative instruction on student

achievement.

1.3 Instructional partner. Candidates model, share, and

promote effective principles of teaching and learning as

collaborative partners with other educators. Candidates

acknowledge the importance of participating in curriculum

development, of engaging in school improvement processes,

and of offering professional development to other educators as

it relates to library and information use.

1.4 Integration of twenty-first century skills and learning

standards. Candidates advocate for twenty-first century literacy

skills to support the learning needs of the school community.

Candidates demonstrate how to collaborate with other

teachers to plan and implement instruction of the AASL

Standard 1: The Learner and Learning

Candidates in school librarian preparation programs are effective

educators who demonstrate an awareness of learners’ development.

Candidates promote cultural competence and respect for inclusiveness.

Candidates integrate the National School Library Standards considering

learner development, diversity, and differences while fostering a positive

learning environment. Candidates impact student learning so that all

learners are prepared for college, career, and life.

1.1 Learner Development. Candidates demonstrate the ways learners

grow within and across cognitive, psychomotor, affective, and

developmental domains. Candidates engage learners’ interests to think,

create, share, and grow as they design and implement instruction that

integrates the National School Library Standards.

1.2 Learner Diversity. Candidates articulate and model cultural

competence and respect for inclusiveness, supporting individual and

group perspectives.

1.3 Learning Differences. Candidates cultivate the educational and

personal development of all members of a learning community,

including those with diverse intellectual abilities, learning modalities,

and physical variabilities.

1.4 Learning Environments. Candidates create both physical and virtual

learner-centered environments that are engaging and equitable. The

learning environments encourage positive social interaction and the

curation and creation of knowledge.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 44

Standards for the21st-Century Learner and state student

curriculum standards. Candidates employ strategies to

integrate multiple literacies with content curriculum.

Candidates integrate the use of emerging technologies as a

means for effective and creative teaching and to support P-12

students' conceptual understanding, critical thinking and

creative processes.

Standard 2: Literacy and Reading

Candidates promote reading for learning, personal growth, and

enjoyment. Candidates are aware of major trends in children's

and young adult literature and select reading materials in

multiple formats to support reading for information, reading for

pleasure, and reading for lifelong learning. Candidates use a

variety of strategies to reinforce classroom reading instruction

to address the diverse needs and interests of all readers.

2.1 Literature. Candidates are familiar with a wide range of

children’s, young adult, and professional literature in multiple

formats and languages to support reading for information,

reading for pleasure, and reading for lifelong learning.

2.2 Reading promotion. Candidates use a variety of strategies

to promote leisure reading and model personal enjoyment of

reading in order to promote habits of creative expression and

lifelong reading.

2.3 Respect for diversity. Candidates demonstrate the ability to

develop a collection of reading and information materials in

print and digital formats that support the diverse

developmental, cultural, social, and linguistic needs of P-12

students and their communities.

2.4 Literacy strategies. Candidates collaborate with classroom

teachers to reinforce a wide variety of reading instructional

strategies to ensure P-12 students are able to create meaning

from text.

Standard 2: Planning for Instruction

Candidates in school library preparation programs collaborate with the

learning community to strategically plan, deliver, and assess instruction.

Candidates design culturally responsive learning experiences using a

variety of instructional strategies and assessments that measure the

impact on student learning. Candidates guide learners to reflect on their

learning growth and their ethical use of information. Candidates use

data and information to reflect on and revise the effectiveness of their

instruction.

2.1 Planning for Instruction. Candidates collaborate with members of

the learning community to design developmentally and culturally

responsive resource-based learning experiences that integrate inquiry,

innovation, and exploration and provide equitable, efficient, and ethical

information access.

2.2 Instructional Strategies. Candidates use a variety of instructional

strategies and technologies to ensure that learners have multiple

opportunities to inquire, include, collaborate, curate, explore, and

engage in their learning.

2.3 Integrating Ethical Use of Information into Instructional Practice.

Candidates teach learners to evaluate information for accuracy, bias,

validity, relevance, and cultural context. Learners demonstrate ethical

use of information and technology in the creation of new knowledge.

2.4 Assessment. Candidates use multiple methods of assessment to

engage learners in their own growth. Candidates, in collaboration with

instructional partners, revise their instruction to address areas in which

learners need to develop understanding.

Standard 3: Information and Knowledge

Candidates model and promote ethical, equitable access to and

use of physical, digital, and virtual collections of resources.

Candidates demonstrate knowledge of a variety of information

sources and services that support the needs of the diverse

learning community. Candidates demonstrate the use of a

variety of research strategies to generate knowledge to

improve practice.

3.1 Efficient and ethical information-seeking behavior.

Candidates identify and provide support for diverse student

information needs. Candidates model multiple strategies for

students, other teachers, and administrators to locate,

evaluate, and ethically use information for specific purposes.

Candidates collaborate with students, other teachers, and

administrators to efficiently access, interpret, and

communicate information.

3.2 Access to information. Candidates support flexible, open

access for library services. Candidates demonstrate their ability

to develop solutions for addressing physical, social and

intellectual barriers to equitable access to resources and

services. Candidates facilitate access to information in print,

non-print, and digital formats. Candidates model and

communicate the legal and ethical codes of the profession.

3.3 Information technology. Candidates demonstrate their

ability to design and adapt relevant learning experiences that

engage students in authentic learning through the use of digital

tools and resources. Candidates model and facilitate the

effective use of current and emerging digital tools to locate,

analyze, evaluate, and use information resources to support

research, learning, creating, and communicating in a digital

society.

3.4 Research and knowledge creation. Candidates use

evidence-based, action research to collect data. Candidates

Standard 3: Knowledge and Application of Content

Candidates in school librarian preparation programs are knowledgeable

in literature, digital and information literacies, and current instructional

technologies. Candidates use their pedagogical skills to actively engage

learners in the critical-thinking and inquiry process. Candidates use a

variety of strategies to foster the development of ethical digital citizens

and motivated readers.

3.1 Reading Engagement. Candidates demonstrate a knowledge of

children’s and young adult literature that addresses the diverse

developmental, cultural, social, and linguistic needs of all learners.

Candidates use strategies to foster learner motivation to read for

learning, personal growth, and enjoyment.

3.2 Information Literacy. Candidates know when and why information is

needed, where to find it, and how to evaluate, use and communicate it

in an ethical manner. Candidates model, promote, and teach critical-

thinking and the inquiry process by using multiple literacies.

3.3 Technology-Enabled Learning. Candidates use digital tools,

resources, and emerging technologies to design and adapt learning

experiences. Candidates engage all learners in finding, evaluating,

creating, and communicating data and information in a digital

environment. Candidates articulate, communicate, model, and teach

digital citizenship.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 45

interpret and use data to create and share new knowledge to

improve practice in school libraries.

Standard 4: Advocacy and Leadership

Candidates advocate for dynamic school library programs and

positive learning environments that focus on student learning

and achievement by collaborating and connecting with

teachers, administrators, librarians, and the community.

Candidates are committed to continuous learning and

professional growth and lead professional development

activities for other educators. Candidates provide leadership by

articulating ways in which school libraries contribute to student

achievement.

4.1. Networking with the library community. Candidates

demonstrate the ability to establish connections with other

libraries and to strengthen cooperation among library

colleagues for resource sharing, networking, and facilitating

access to information. Candidates participate and collaborate

as members of a social and intellectual network of learners.

4.2 Professional development. Candidates model a strong

commitment to the profession by participating in professional

growth and leadership opportunities through membership in

library associations, attendance at professional conferences,

reading professional publications, and exploring Internet

resources. Candidates plan for ongoing professional growth.

4.3 Leadership. Candidates are able to articulate the role and

relationship of the school library program's impact on student

academic achievement within the context of current

educational initiatives. Utilizing evidence-based practice and

information from education and library research, candidates

communicate ways in which the library program can enhance

school improvement efforts.

4.4 Advocacy. Candidates identify stakeholders within and

outside the school community who impact the school library

program. Candidates develop a plan to advocate for school

library and information programs, resources, and services.

Standard 4: Organization and Access

Candidates in school librarian preparation programs model, facilitate,

and advocate for equitable access to and the ethical use of resources in

a variety of formats. Candidates demonstrate their ability to develop,

curate, organize, and manage a collection of resources to assert their

commitment to the diverse needs and interests of the global society.

Candidates make effective use of data and other forms of evidence to

evaluate and inform decisions about library policies, resources, and

services.

4.1 Access. Candidates facilitate and advocate for flexible, open access

to library resources and services according to the ethical codes of the

profession. Candidates design and develop strategic solutions for

addressing physical, social, virtual, economic, geographic, and

intellectual barriers to equitable access to resources and services.

4.2 Information Resources. Candidates use evaluation criteria and

selection tools to develop, curate, organize, and manage a collection

designed to meet the diverse curricular and personal needs of the

learning community. Candidates evaluate and select information

resources in a variety of formats.

4.3 Evidence-Based Decision Making. Candidates make effective use of

data and information to assess how practice and policy impact groups

and individuals in their diverse learning communities.

Standard 5: Program Management and Administration

Candidates plan, develop, implement, and evaluate school

library programs, resources, and services in support of the

mission of the library program within the school according to

the ethics and principles of library science, education,

management, and administration.

5.1 Collections. Candidates evaluate and select print, non-print,

and digital resources using professional selection tools and

evaluation criteria to develop and manage a quality collection

designed to meet the diverse curricular, personal, and

professional needs of students, teachers, and administrators.

Candidates organize school library collections according to

current library cataloging and classification principles and

standards.

5.2 Professional Ethics. Candidates practice the ethical

principles of their profession, advocate for intellectual freedom

and privacy, and promote and model digital citizenship and

responsibility. Candidates educate the school community on

the ethical use of information and ideas.

5.3 Personnel, Funding, and Facilities. Candidates apply best

practices related to planning, budgeting, and evaluating human,

information, and physical resources. Candidates organize

library facilities to enhance the use of information resources

and services and to ensure equitable access to all resources for

all users. Candidates develop, implement, and evaluate policies

and procedures that support teaching and learning in school

libraries.

5.4 Strategic Planning and Assessment. Candidates

communicate and collaborate with students, teachers,

administrators, and community members to develop a library

program that aligns resources, services, and standards with the

Standard 5: Leadership, Advocacy, and Professional Responsibility

Candidates in school librarian preparation programs are actively engaged

in leadership, collaboration, advocacy, and professional networking.

Candidates participate in and lead ongoing professional learning.

Candidates advocate for effective school libraries to benefit all learners.

Candidates conduct themselves according to the ethical principles of the

library and information profession.

5.1 Professional Learning. Candidates engage in ongoing professional

learning. Candidates deliver professional development designed to meet

the diverse needs of all members of the learning community.

5.2 Leadership and Collaboration. Candidates lead and collaborate with

members of the learning community to effectively design and implement

solutions that positively impact learner growth and strengthen the role

of the school library.

5.3 Advocacy. Candidates advocate for all learners, resources, services,

policies, procedures, and school libraries through networking and

collaborating with the larger education and library community.

5.4 Ethical Practice. Candidates model and promote the ethical practices

of librarianship, as expressed in the foundational documents of the

library profession including the American Library Association Code of

Ethics and the Library Bill of Rights.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 46

school's mission. Candidates make effective use of data and

information to assess how the library program addresses the

needs of their diverse communities.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 47

C.2.8 –Assessing the 2019 ALA/AASL/CAEP School Librarian Preparation Standards

Each School Librarian Preparation Standard include these five elements: the standard statement, standard component statement,

supporting explanation for each standard component, scoring rubric for each component, and assessment evidence guidelines for

each component. The assessment evidence guidelines are an important part of the complete School Librarian Preparation Standards

document that is disseminated to programs and provides guidance to School Librarian preparation programs on how strong

evidence that candidates meet standards can be generated by using a minimum of six and a maximum of eight assessments;

provides guidance to programs and program reviewers on evaluating and interpreting assessment evidence; and provides examples

of candidate actions that could demonstrate that the standard is met.

The School Librarian Preparation Standards can be assessed using up to eight assessments to generate sufficient evidence that

standards are met. As can be seen in the Standards/Assessment Crosswalk, the assessment categories include: (1) a state licensure

assessment, or other content-based assessment; (2) content-based assessment; (3) assessment of candidate ability to plan

instruction; (4) assessment of student teaching/internship experience; (5) assessment of candidate impact on student performance;

and (6) additional assessment of candidate professional learning. School Librarian preparation programs are strongly encouraged to

submit a seventh and/or eighth assessment that they believe will further strengthen their demonstration that all standards are met.

The specific focus of this assessment is determined by the program’s assessment system and the extent to which stronger evidence

that a standard is met is needed.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 48

C.2.8 - Assessment Rubrics

Definition of Rubric Performance Levels

The basis for evaluating School Librarian Preparation candidate competence is defined as the following three performance levels and

is to be applied with the School Librarian Preparation Standards assessment rubrics.

Level 1 - Unacceptable. Level 1 implies an Unacceptable level of candidate performance characteristics, a level in which there is little

or no evidence that the candidate meets the component’s performance expectation. The candidate may provide evidence for

demonstrating some of the performance characteristics necessary to meet the standard at an acceptable level but has not yet

provided sufficient evidence of ability for independent practice for all parts of the component performance expectation.

Level 2 – Acceptable. Level 2 implies a level of Acceptable performance in which the candidate demonstrates proficiency—those

performance characteristics that meet the component expectations at an acceptable level for a candidate who is just completing a

School Librarian preparation program and is ready to begin serving in a school library as a novice licensed School Librarian.

Level 3 - Target. Level 3 implies the Target level of performance in which the candidate demonstrates performance characteristics

that represent exemplary practice for a candidate who is just completing a School Librarian preparation program and is ready to

begin serving in any school library as a novice School Librarian. Expectations for performance at this level are demanding and

candidate performance at this level requires evidence of highly skilled performance for a candidate who is just completing a School

Librarian preparation program.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 49

Standard 1

Rubric for Standard 1.1 – How do candidates demonstrate the ways learners grow within and across cognitive, psychomotor, affective, and

developmental domains? How do candidates engage learners’ interests to think, create, share, and grow as they design and implement

instruction that integrates the National School Library Standards?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

1.1

Learner

Development

Candidates demonstrate little or no

knowledge of learner development

as they design and implement

instruction.

Candidates use their knowledge of learner

development to design and implement

instruction that incorporates the National

School Library Standards and that

addresses learners’ needs and interests

through the relevant domains of learning:

the cognitive (think), the psychomotor

(create), the affective (share) and the

developmental (grow).

Candidates use their knowledge of

learner development, current learning

theories, and the individual abilities and

interests of learners to design and

implement a diverse array of instruction

that incorporates the National School

Library Standards and that address

learners’ needs and interests through

the four domains of learning: the

cognitive (think), the psychomotor

(create), the affective (share) and the

developmental (grow).

Rubric for Standard 1.2 – How do candidates articulate and model cultural competence and respect for inclusiveness, supporting individual and

group perspectives?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

1.2

Learner

Diversity

Candidates do not articulate or

model cultural competence and

respect for inclusiveness that

supports individual and group

perspectives.

Candidates articulate and model cultural

competence and respect for inclusiveness

through the use of resources and learning

experiences that support individual and

group perspectives.

Candidates demonstrate cultural

competence and respect for inclusiveness

by recognizing the needs of different

cultures and by providing services and

resources to support learners.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 50

Candidates design learning experiences to

enhance individual and group perspectives

by creating a stimulating library

environment that broadens access to

diverse literature and resources.

Rubric for Standard 1.3 – How do candidates cultivate the educational and personal development of all members of a learning community,

including those with diverse intellectual abilities, learning modalities, and physical variabilities?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

1.3

Learning

Differences

Candidates do not demonstrate

understanding of the educational

and personal development of all

members of a learning community.

Candidates cultivate the educational and

personal development of learners, and

construct learning that addresses

intellectual abilities, learning modalities,

and physical variabilities.

Candidates cultivate the educational and

personal development of learners by

designing, implementing, and evaluating

strategies and resources that address

intellectual abilities, learning modalities,

and physical variabilities.

Rubric for Standard 1.4 – How do candidates create both physical and virtual learner-centered environments that are engaging and equitable?

The learning environments encourage positive social interaction and the curation and creation of knowledge.

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

1.4

Learning

Environments

Candidates do not create

engaging and equitable physical

and/or virtual learning

environments.

Candidates demonstrate the ability to

create engaging physical and virtual

learner-centered environments that

accommodate a variety of activities for

individuals and groups.

Candidates demonstrate the ability to

create both physical and virtual learner-

centered environments that are engaging,

innovative, and equitable.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 51

Candidates provide guidelines for

equitable access.

Candidates develop guidelines for

equitable access and flexible spaces for

active group learning and curation, as well

as individual learning and curation.

1.4

Learning

Environments

Candidates do not provide

learning environments that

address mutual respect among

learners.

Candidates provide learning environments

that address mutual respect among

learners that facilitate the curation and

creation of knowledge.

Candidates create stimulating learning

environments that provide opportunities

for all learners to express varied

perspectives through positive social

interactions that encourage the curation

and creation of knowledge.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 52

Standard 2

Rubric for Standard 2.1 – How do candidates collaborate with members of the learning community to design developmentally and culturally

responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical

information access?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

2.1

Planning for

Instruction

Candidates do not collaboratively

plan and design resource-based

learning experiences.

Candidates collaboratively plan with

members of the learning community to

design developmentally and culturally

responsive resource-based learning

experiences that integrate inquiry,

innovation, and exploration and provide

equitable, efficient, and ethical

information access.

Candidates collaboratively plan with

members of the learning community

across disciplines to design

developmentally and culturally responsive

resource-based learning experiences that

integrate inquiry, innovation, and

exploration and provide equitable,

efficient, and ethical information access.

Rubric for Standard 2.2 – How do candidates use a variety of instructional strategies and technologies to ensure that learners have multiple

opportunities to inquire, include, collaborate, curate, explore, and engage in their learning?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

2.2

Instructional

Strategies

Candidates do not use a variety

of instructional strategies that

create opportunities for learners

to inquire, include, collaborate,

curate, explore, and engage in

their learning.

Candidates use a variety of instructional

strategies and create multiple

opportunities for learners to inquire,

include, collaborate, curate, explore, and

engage in their learning.

Candidates use a variety of evidence-

based instructional strategies and create

multiple opportunities for all learners to

inquire, include, collaborate, curate,

explore, and engage in their learning.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 53

2.2

Instructional

Strategies

Candidates make limited use of

technology in an instructional

setting.

Candidates integrate technology into

instructional strategies to ensure that

learners can inquire, include, collaborate,

curate, explore, and engage.

Candidates integrate a variety of

technologies into instructional strategies

to provide learners with multiple

opportunities to inquire, include,

collaborate, curate, explore, and engage in

their learning.

Rubric for Standard 2.3 – How do candidates teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context

and provide opportunities for learners to demonstrate ethical use of information and technology in the creation of new knowledge?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

2.3

Integrating

Ethical Use of

Information

into

Instructional

Practice

Candidates do not teach learners

to evaluate information for

accuracy, bias, validity, relevance,

and cultural context.

Candidates teach learners to evaluate

information for accuracy, bias, validity,

relevance, and cultural context.

Candidates provide opportunities for

learners to demonstrate ethical use of

information and technology in the creation

of new knowledge.

Candidates develop and teach learning

activities that ensure learners have

multiple opportunities to recognize and

evaluate information on the basis of

accuracy, bias, validity, and cultural

context. Candidates provide opportunities

for all learners to demonstrate ethical use

of information and technology in the

creation of new knowledge.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 54

Rubric for Standard 2.4 – How do candidates use multiple methods of assessment to engage learners in their own growth? How do candidates,

in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

2.4

Assessment

Candidates do not use multiple

methods of assessment to

engage learners in their own

growth.

Candidates use multiple methods of

assessment to engage learners in their

own growth.

Candidates select and use multiple

methods to assess learning. Candidates

analyze, reflect, and apply results to

engage all learners in their own growth.

2.4

Assessment

Candidates do not revise their

instruction to address areas in

which learners need to develop

understanding.

Candidates, in collaboration with

instructional partners, revise their

instruction to address areas in which

learners need to develop understanding.

Candidates, in collaboration with

instructional partners and other members

of the learning community, incorporate

changes in design and delivery based on

analysis of data and information gained

from both formative and summative

assessments.

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Standard 3

Rubric for Standard 3.1 – How do candidates demonstrate a knowledge of children’s and young adult literature that addresses the diverse

developmental, cultural, social, and linguistic needs of all learners? How do candidates use strategies to foster learner motivation to read for

learning, personal growth, and enjoyment?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

3.1 Reading

Engagement

Candidates do not demonstrate

knowledge of children’s and

young adult fiction and

nonfiction.

Candidates demonstrate knowledge of

children’s and young adult fiction and

nonfiction literature that addresses the

diverse developmental, cultural, social,

and linguistic needs of learners.

Candidates apply their knowledge of

children’s and young adult fiction and non-

fiction literature by integrating the diverse

developmental, cultural, social, and

linguistic needs of all learners into

personalized reading engagement.

3.1 Reading

Engagement

Candidates do not demonstrate

knowledge of strategies that

foster learner motivation to read

for learning, personal growth,

and enjoyment.

Candidates engage learners in strategies

that foster learner motivation to read for

learning, personal growth, and enjoyment.

Candidates engage diverse learners in a

variety of evidence-based strategies that

foster motivation to read for learning,

personal growth, and enjoyment.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 56

Rubric for Standard 3.2 – How do candidates know when and why information is needed, where to find it, and how to evaluate, use and

communicate it in an ethical manner? How do candidates model, promote, and teach critical-thinking and the inquiry process by using multiple

literacies?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

3.2

Information

Literacy

Candidates do not know when

and why information is needed,

where to find it, nor how to

evaluate, use, or communicate it

in an ethical manner.

Candidates know when and why

information is needed, where to find it,

and how to evaluate, use, and

communicate it in an ethical manner.

Candidates engage in a process of

assessing their own need for information,

and demonstrate the ability to find and

evaluate information, use it, and

communicate it in an ethical manner.

3.2

Information

Literacy

Candidates do not model,

promote or teach critical-thinking

and the inquiry process.

Candidates model, promote, and teach

critical-thinking and the inquiry process by

employing strategies that engage multiple

literacies.

Candidates use evidence-based strategies

to model, promote, and teach critical-

thinking and the inquiry process by

engaging learners through multiple

literacies.

Rubric for Standard 3.3 – How do candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences?

How do candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment? How

do candidates articulate, communicate, model, and teach digital citizenship?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

3.3

Technology-

Enabled

Learning

Candidates do not use digital

tools, resources, and emerging

technologies nor design learning

experiences.

Candidates use digital tools, resources,

and emerging technologies to design and

adapt learning experiences.

Candidates use and evaluate the

effectiveness of digital tools, resources,

and emerging technologies to design and

adapt learning experiences.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 57

3.3

Technology-

Enabled

Learning

Candidates do not engage

learners in finding, evaluating,

creating, and communicating

data and information.

Candidates engage learners in finding,

evaluating, creating, and communicating

data and information in a digital

environment.

Candidates engage and support all

learners in finding, evaluating, creating,

and communicating data and information

in a digital environment.

3.3

Technology-

Enabled

Learning

Candidates do not articulate,

communicate, model, and teach

digital citizenship.

Candidates articulate, communicate,

model, and teach digital citizenship.

Candidates articulate, communicate,

model, teach, and provide opportunities

for students to practice digital citizenship.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 58

Standard 4

Rubric for Standard 4.1 – How do candidates facilitate and advocate for flexible, open access to library resources and services according to the

ethical codes of the profession? How do candidates design and develop strategic solutions for addressing physical, social, virtual, economic,

geographic, and intellectual barriers to equitable access to resources and services?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

4.1

Access

Candidates do not recognize or

acknowledge barriers to flexible,

open access to library resources

and services.

Candidates identify barriers to flexible,

open access to library resources and

services and advocate for changes in policy

and practice aligned with the ethical codes

of the profession.

Candidates design and implement

strategic plans which include changes to

policy and practice that ensures flexible,

open access to library resources and

services according to the ethical codes of

the profession.

Candidates gather and analyze data on the

impact of the strategic plan.

4.1

Access

Candidates do not address

physical, social, virtual, economic,

geographic, and intellectual

barriers to equitable access to

resources and services.

Candidates identify, analyze, and utilize

strategic solutions for addressing physical,

social, virtual, economic, geographic, and

intellectual barriers to equitable access to

resources and services.

Candidates design, develop, and

implement evidence-based strategic

solutions for addressing physical, social,

virtual, economic, geographic, and

intellectual barriers to equitable access to

resources and services.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 59

Rubric for Standard 4.2 – How do candidates use evaluation criteria and selection tools to develop, curate, organize, and manage a collection

designed to meet the diverse curricular and personal needs of the learning community? How do candidates evaluate and select information

resources in a variety of formats?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

4.2

Information

Resources

Candidates do not use evaluation

criteria and selection tools to

develop, curate, organize, and

manage a collection designed to

meet the diverse curricular and

personal needs of the learning

community.

Candidates identify and apply evaluation

criteria and use selection tools to develop,

curate, organize, and manage a collection

designed to meet the diverse curricular,

professional, and personal needs of the

learning community.

Candidates integrate evaluation criteria

and use selection tools relevant to data

and information resources in support of

instructional design that meets the diverse

curricular, professional, and personal

needs of the learning community.

Rubric for Standard 4.3 – How do candidates make effective use of data and information to assess how practice and policy impact groups and

individuals in their diverse learning communities?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

4.3

Evidence-

based Decision

Making

Candidates do not collect data

and information about groups

and individuals in their diverse

learning communities.

Candidates collect data and information to

analyze and understand how practice and

policies in school libraries impact groups

and individuals in their diverse learning

communities.

Candidates collect, assess, and apply data

and information to transform practice and

policies in school libraries to positively

impact groups and individuals in their

diverse learning communities.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 60

Standard 5

Rubric for Standard 5. 1 – How do candidates engage in ongoing professional learning? How do candidates deliver professional development

designed to meet the diverse needs of all members of the learning community?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

5.1

Professional

Learning

Candidates do not reflect on their

learning needs and do not plan

for professional learning.

Candidates reflect on their learning needs

and plan somewhat appropriate activities

for relevant professional learning.

Candidates accurately analyze their own

learning, identify their learning needs, and

engage in ongoing learning to meet those

needs.

5.1

Professional

Learning

Candidates do not plan and

implement professional

development to meet the basic

needs of the members of their

professional learning community.

Candidates plan and implement

professional development to meet the

basic needs of the members of their

professional learning community.

Candidates systematically plan,

implement, and lead ongoing professional

development to consistently meet the

diverse needs of all members of their

professional learning community.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 61

Rubric for Standard 5.2 – How do candidates lead and collaborate with members of the learning community to effectively design and implement

solutions that positively impact learner growth and strengthen the role of the school library?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

5.2

Leadership and

Collaboration

Candidates do not collaborate

and/or provide little or no

leadership in improving

instructional practice.

Candidates collaborate with and lead

members of the learning community to

design and implement solutions that

impact learner growth and strengthen the

role of the school library.

Candidates lead and collaborate with

members of the learning community to

effectively design and implement solutions

that positively impact learner growth.

Candidates strengthen the role of the

school library by embedding the school

library services and resources in

curriculum and teaching.

Rubric for Standard 5.3 – How do candidates advocate for all learners, resources, services, policies, procedures, and school libraries through

networking and collaborating with the larger education and library community?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

5.3

Advocacy

Candidates do not advocate for

learners and school libraries.

Candidates advocate for all learners,

resources, services, policies, procedures,

and school libraries through networking

and collaborating within the school

community.

Candidates advocate for all learners,

resources, services, policies, procedures,

and school libraries through networking

and collaborating with the larger

education and library community.

Candidates assess the effectiveness of

advocacy efforts and identify ways to

strengthen advocacy.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 62

Rubric for Standard 5.4 – How do candidates model and promote the ethical practices of librarianship, as expressed in the foundational

documents of the library profession including the American Library Association Code of Ethics and the Library Bill of Rights?

Component

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

5.4

Ethical

Practice

Candidates do not model or

promote the ethical practices of

the library profession.

Candidates use knowledge of the ethical

practices of the library profession to guide

their professional learning and teaching, as

expressed in the foundational documents

of the library profession.

Candidates intentionally model and

promote the ethical practices of the library

profession, as expressed in the

foundational documents of the library

profession.

Candidates examine their practices and

resources through an ethical lens that

encompasses issues such as access, equity,

privacy, social justice, and intellectual

freedom.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 63

C.2.8 School Librarian Preparation Standards and Examples of Candidate Actions

The School Librarian Preparation Standards include the following examples of candidate actions that each provide sufficient evidence that a

standard component is met. Each example is aligned closely with the content and complexity of the component expectations and is designed to

assist programs in crafting assessments that would include these or similar actions. Unlike specification of assessment tasks (e.g., a lesson plan),

each example describes actions a candidate might take to demonstrate that the component is met in its entirety.

School Librarian Standard Components

Examples of Candidate Actions

Standard 1.1 – Learner Development. Candidates demonstrate the

ways learners grow within and across cognitive, psychomotor,

affective, and developmental domains. Candidates engage learners’

interests to think, create, share, and grow as they design and

implement instruction that integrates the National School Library

Standards.

• Design an inquiry-based learning project that allows multiple

ways to present information.

• Allow learners to choose topics that are relevant and of interest

to them.

• Build instruction that includes National School Library Standards

in the design.

Standard 1.2 Learner Diversity. Candidates articulate and model

cultural competence and respect for inclusiveness, supporting

individual and group perspectives.

• Conduct a needs analysis of diverse curricular and personal needs

of the learning community.

• Develop a network within the community that represents

diversity.

• Invite representatives of various cultures to come and speak with

learners.

• Adapt instruction so that both individual and group work is

included.

• Assign groups that will allow for diverse perspectives.

• Discuss a variety of literature that encompasses diverse

perspectives.

• Maintain a reflective journal that demonstrates understanding of

the concepts within cultural competence and how it applies to

their own learning environment

Standard 1.3 Learning Differences. Candidates cultivate the

educational and personal development of all members of a learning

• Conduct a needs analysis of diverse curricular and personal needs

of the learning community.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 64

community, including those with diverse intellectual abilities, learning

modalities, and physical variabilities.

• Create a plan for the library that addresses spaces for diverse

intellectual abilities, learning modalities, and physical variabilities.

• Create activities to address learner characteristics and provide

opportunities for all learners to be engaged and learn from each

other.

• Provide resources in a variety of formats and with multiple

perspectives.

Standard 1.4 Learning Environments. Candidates create both

physical and virtual learner-centered environments that are engaging

and equitable. The learning environments encourage positive social

interaction and the curation and creation of knowledge.

• Create a strong virtual presence by using websites and social

media.

• Construct a school library facility that includes spaces for

individual and group work and allows for virtual activities.

• Encourage book discussion groups, learner’s advisory groups.

• Build relationships with learners that demonstrate compassion

and caring.

• Compare and contrast various types of libraries and other

organizations to foster lifelong learning.

• Construct thought-provoking strategies to create a positive

learning environment.

• Develop policies and plans that facilitate technology rich learning

environments.

Standard 2.1 Planning for Instruction. Candidates collaborate with

members of the learning community to design developmentally and

culturally responsive resource-based learning experiences that

integrate inquiry, innovation, and exploration and provide equitable,

efficient, and ethical information access.

• Conduct a comprehensive environmental and curriculum scan of

a school community to determine instructional priorities and

learner needs.

• Identify barriers to collaboration with instructional partners and

propose solutions that address them.

• Collaborate with teachers in a planning/teaching experience that

integrates National School Library Standards for Learners with

content area standards.

• Design an instructional activity that employs the principles of

Universal Design for Learning (UDL).

Standard 2.2 Instructional Strategies. Candidates use a variety of

instructional strategies and technologies to ensure that learners have

multiple opportunities to inquire, include, collaborate, curate,

explore, and engage in their learning.

• Implement instructional strategies that provide the opportunity

for learners to inquire, include, collaborate, curate, explore, and

engage.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 65

• Explore the essential questions (EQ) of a discipline and the way in

which information is recorded and stored to develop an

appropriate learning activity based on an identified EQ.

• Use technology in the design of a coherent, scaffolded learning

opportunity integrated into a key content area.

• Create an instructional plan that integrates technology-enabled

instruction in a variety of student learning opportunities.

Standard 2.3 Integrating Ethical Use of Information into

Instructional Practice. Candidates teach learners to evaluate

information for accuracy, bias, validity, relevance, and cultural

context. Learners demonstrate ethical use of information and

technology in the creation of new knowledge.

• Work with staff, students, and parents to gauge their prior

knowledge of ethical use, privacy and concepts of intellectual

freedom and design activities to address improved

understanding.

• Develop instructional activities that encourage learners to defend

their choice of resources based on their understanding of

accuracy, bias, validity, relevance, and cultural context.

• Design a lesson that guides students to evaluate their own digital

footprint and privacy concerns.

• Develop a parent information session that teaches parents about

student privacy rights.

Standard 2.4 Assessment. Candidates use multiple methods of

assessment to engage learners in their own growth. Candidates, in

collaboration with instructional partners, revise their instruction to

address areas in which learners need to develop understanding.

• Review a variety of criteria and indicators for student assessment

within a discipline with emphasis on models of best practice and

apply results in an instructional unit.

• Develop an action research proposal that identifies an

instructional issue, research questions, and methodology related

to assessment.

• Outline a systematic process for analysis of assessment which

includes self-reflection for candidates, learners, and instructional

partners.

• Maintain a reflection journal of assessments and plans for

improvement.

Standard 3.1 Reading Engagement. Candidates demonstrate a

knowledge of children’s and young adult literature that addresses the

diverse developmental, cultural, social, and linguistic needs of all

• Create a reader’s advisory resource of children’s and young adult

fiction and non-fiction literature, identifying the developmental,

cultural, social, and linguistic needs each title could address.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 66

learners. Candidates use strategies to foster learner motivation to

read for learning, personal growth, and enjoyment.

• Create a multimedia presentation which promotes children’s and

young adult fiction and non-fiction literature, identifying the

developmental, cultural, social, and linguistic emphasis.

• Design a research-based program for an elementary, middle, or

high school audience intended to promote and foster learner

motivation to read for learning, personal growth, and

enjoyment.

Standard 3.2 Information Literacy. Candidates know when and why

information is needed, where to find it, and how to evaluate, use and

communicate it in an ethical manner. Candidates model, promote,

and teach critical-thinking and the inquiry process by using multiple

literacies.

• Create an inquiry-based learning project using an information

search process.

• Create an online blog, journal, or webpage to support a student

research project using information literacy skills.

• Analyze a news article, news broadcast, or other news source for

authoritative elements.

Standard 3.3 Technology-Enabled Learning. Candidates use digital

tools, resources, and emerging technologies to design and adapt

learning experiences. Candidates engage all learners in finding,

evaluating, creating, and communicating data and information in a

digital environment. Candidates articulate, communicate, model, and

teach digital citizenship.

• Create a differentiated lesson plan or other learning activity in

which technology is a major component.

• Design a “virtual library” splash page that embeds inquiry tools

that address the needs of all learners.

• Create a flipped classroom activity that includes providing an at

home assignment featuring an audio or video recorded

component with interactive elements.

• Plan and implement an interactive lesson or learning activity in

which students respond to questions using a student response

system. Collect the data and share reflectively, discussing how to

use the data to inform further instruction.

• Create an interactive project in which students “assemble” an

appropriate digital citizen.

Standard 4.1 Access. Candidates facilitate and advocate for flexible,

open access to library resources and services according to the ethical

codes of the profession. Candidates design and develop strategic

solutions for addressing physical, social, virtual, economic,

geographic, and intellectual barriers to equitable access to resources

and services.

• Evaluate and develop school library policies with a focus on

equitable access.

• Evaluate and develop school library facilities addressing barriers

to equitable access.

• Develop advocacy statements with a focus on equitable access.

• Develop an evidence-based strategic plan for open and equitable

access to resources and services.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 67

Standard 4.2 Information Resources. Candidates use evaluation

criteria and selection tools to develop, curate, organize, and manage

a collection designed to meet the diverse curricular and personal

needs of the learning community. Candidates evaluate and select

information resources in a variety of formats.

• Create selection policy that includes evaluation criteria and

selection tools for collection development.

• Select information resources in a variety of formats based on

needs analysis of learning community.

• Develop a collaborative plan to determine the resource needs of

their learning community.

• Conduct a diversity audit of the library’s resources.

Standard 4.3 Evidence-Based Decision Making. Candidates make

effective use of data and information to assess how practice and

policy impact groups and individuals in their diverse learning

communities.

• Conduct needs analysis of diverse curricular and personal needs

of the learning community.

• Use data and information to assess impact of current practice and

policy on student learning/learning community.

• Develop evidence-based practices and policies that impact

student learning/learning community.

• Compare school library policies to analyze their strengths and

weaknesses.

Standard 5.1 Professional Learning. Candidates engage in ongoing

professional learning. Candidates deliver professional development

designed to meet the diverse needs of all members of the learning

community.

• Develop professional learning plan based on identified needs

(both personal and of their educational community).

• Establish goals and priorities to ensure growth as a professional.

• Assess the needs of their educational community; subsequently

design and deliver professional development program based on

those needs; evaluate effectiveness of the program and

implement change based on the results.

• Participate in professional organizations and learning

communities to improve their own practices as well as the

practices of their educational community.

Standard 5.2 Leadership and Collaboration. Candidates lead and

collaborate with members of the learning community to effectively

design and implement solutions that positively impact learner growth

and strengthen the role of the school library.

• Serve as a member of committees at the school and district level

that impact student learning and teaching effectiveness.

• Plan with and co-teach with teachers to integrate library

resources, information literacy, and inquiry skills with classroom

curriculum.

• Develop a plan outlining ways to initiate collaboration with

teachers to share data for collection development, instruction, or

school improvement.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 68

Standard 5.3 Advocacy. Candidates advocate for all learners,

resources, services, policies, procedures, and school libraries through

networking and collaborating with the larger education and library

community.

• Develop and implement an advocacy plan designed to integrate

the school library and its resources into the educational

community.

• Review and disseminate policies and procedures that promote

equitable access.

• Develop a form of communication to share resources, including

those materials available from organizations outside the school.

Standard 5.4 Ethical Practice. Candidates model and promote the

ethical practices of librarianship, as expressed in the foundational

documents of the library profession including the American Library

Association Code of Ethics and the Library Bill of Rights.

• Review and share policies that ensure students understand their

rights to information, privacy, and equitable access.

• Develop a plan of action to handle challenges to materials,

communicate selection and reconsideration policy and

procedures with administration.

• Design and deliver professional development for educational

community on copyright and fair use.

• Promote intellectual freedom through observing events such as

Banned Books Week, Banned Websites Awareness Day, and

Choose Privacy Week.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 69

C.2.8 Guidance for Program Reviewers

The American Association of School Librarians (AASL) is the specialized professional association

(SPA) recognized by the Council for the Accreditation of Educator Preparation (CAEP) that

represents programs in Institutions of Higher Education (IHE) preparing candidates to design

and direct school library programs in P-12 schools. The AASL SPA is charged with developing

professional standards identifying core competencies with elements that add depth and detail

to the knowledge, skills, or dispositions expressed in each standard. The following guidelines

have been established to assure greater consistency among reviews of School Librarian

preparation programs. School Librarian preparation program reviewers decide on whether a

program provides sufficient evidence to meet the School Librarian Preparation Standards. To

ensure consistent practices among School Librarian preparation program reviewers in the

analysis of assessment evidence and in arriving at decisions based on that evidence whether

each standard is met, School Librarian preparation reviewers and auditors will follow these

guidelines.

Preponderance of Evidence - To achieve national recognition, school library programs must

provide a preponderance of evidence that all standards are met. While national recognition

does not require that every component within each standard is met, programs must submit a

report on six to eight key assessments that supply a “strength, weight, or quality of the

evidence providing an overall confirmation” (CAEP, 2017) of their candidates’ ability to meet

the intent of a majority of the components under each standard. For example, if a standard

contains four components, the expectation is that at least three will be met; if a standard

contains three components, the expectation is that at least two will be met. Program reviewers

weigh the evidence presented in School Librarian program reports, and when there is a greater

weight of evidence in favor, they should conclude that a standard is met or that a program is

recognized. Program reviewers make judgments that “overall” there is/ is not sufficient

evidence that the standard is met.

Evidence required for standards and components - Each of the five standards is, in and of

itself, a synthesis of the standard statement, the specific and descriptive key components, the

supporting explanations, the rubrics, and the evidence guidelines. Each of these segments

contributes to: a) the meaning and intent of the standard as a whole, and b) adds consistency

and clarity to expectations of candidate performance as identified in the standard statement

and the individual components. School Library preparation programs are required to provide

evidence for all standards but are not required to address all components specific to a

standard, to meet the overall standard. A standard can be assessed as “met” even when

evidence related to a particular component is seen as less substantial than the evidence for the

other components presented in support of the standard in the program report’s six to eight

assessments. Program reviewers make judgments that “overall” there is or is not sufficient

evidence within a report that the standard is met.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 70

Evaluating alignment among standards, assessments, and rubrics - Candidate assessments and

scoring rubrics must be aligned with the School Librarian Preparation Standards. “Alignment”

may be attained if assessments and rubrics are comprised of content similar to the School

Librarian Preparation Standards and demonstrate the same complexity as the standards; are

congruent in the range of knowledge and skills that candidates are expected to exhibit; and call

for an appropriate level of difficulty consistent with the standards.

Since the validity of evidence depends on the alignment of assessments and rubrics with the

standards, School Librarian program reviewers will apply the following criteria when evaluating

and commenting on alignment of standards to candidate assessments and scoring rubrics

submitted by teacher preparation programs undergoing review. When reviewers provide

feedback to programs about alignment of standards to assessments and rubrics, feedback

should be referenced to the characteristics described below. Alignment of the School Librarian

Preparation Standards to program assessments and rubrics must demonstrate, at a minimum,

the following characteristics.

a. The content of the assessment tasks and the rubrics are the same as the content of

the School Librarian Preparation Standards Component and the Supportive

Explanation

b. The cognitive demands (knowing and understanding) and skill requirements of the

assessment and related rubrics are the same as described in the School Librarian

Preparation Standards and Components. The assessment tasks and rubric criteria

are adapted to the elements of the School Librarian Preparation Standards, such as

knowledge and comprehension, and ability to apply or practice

c. The level of effort required, or the degree of difficulty of the assessment and rubric

are consistent with what the standards required. Does the assessment represent the

difficulty of similar tasks typically required of a beginning School Librarian?

Evaluating the quality of candidate assessments – School Librarian Program Reports may

include six to eight assessments that, taken as a whole, demonstrate candidate mastery of the

School Librarian Preparation Standards. These assessments must be required of all candidates.

Assessments should be aligned with the School Librarian Preparation Standards and

components. This means that the concepts in the School Librarian Preparation Standards

should be apparent in the assessments to the same depth, breadth, and specificity as in the

School Librarian Preparation Standards.

Assessments of candidate performance on the School Librarian Preparation Standards must

demonstrate the characteristics described as the minimal level of sufficient evidence as

identified in the CAEP Evaluation Framework.

Since the validity of assessment evidence depends on the quality of assessment tasks and

scoring rubrics, School Librarian program reviewers will apply the following criteria when

evaluating candidate performance assessments submitted by preparation programs for review.

When reviewers provide feedback to programs about their assessments, feedback should be

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 71

referenced to the characteristics described below. School Librarian preparation program

assessments must demonstrate, at a minimum, the following characteristics.

Administration and purpose of assessments

• The point or points when the assessment is administered during the preparation

program are explicit

• The purpose of the assessment and its use in candidate monitoring or decisions on

progression are specified and appropriate

• Evaluation categories or assessment tasks are tagged to the School Librarian

Preparation Standards

Informing Candidates

• The candidates who are being assessed are given a description of the assessment’s

purpose

• Instructions provided to candidates about what they are expected to do are

informative and unambiguous

• The basis for judgment (criterion for success, or what is “good enough”) is made

explicit for candidates

Content of Assessment

• Evaluation categories or tasks assess explicitly identified aspects of the School

Librarian Preparation Standards

• Evaluation categories or tasks reflect the degree of difficulty or level of effort

described in the standards

• Evaluation categories or tasks unambiguously describe the proficiencies to be

evaluated

• When the standards being informed address higher level functioning, the evaluation

categories or tasks require higher levels of intellectual behavior (e.g., create,

evaluate, analyze, & apply). For example, when a standard specifies that candidates’

students “demonstrate” problem solving, then the category or task is specific to

students’ application of knowledge to solve problems

• Most evaluation categories or tasks (at least those comprising majority of the total

score) require observers to judge consequential attributes of candidate proficiencies

in the standards

Evaluating the quality of assessment rubrics – School Librarian Program Reports must include

rubrics that describe program expectations for appropriate candidate performance by defining

different levels of candidate proficiencies in the School Librarian Preparation Standards that

determine whether standards are met or not met. Rubrics for meeting the standards must

demonstrate the characteristics described as the minimal level of sufficient evidence as

identified in the CAEP Evaluation Framework.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 72

Since the validity of assessment evidence depends on the quality of assessment tasks and

scoring rubrics, School Librarian program reviewers will apply the following criteria when

evaluating assessment rubrics submitted by preparation programs seeking review. When

reviewers provide feedback to programs about their rubrics, feedback should be referenced to

the characteristics described below. Program assessment rubrics must demonstrate, at a

minimum, the following characteristics.

• The basis for judging candidate work is well defined

• Each proficiency level is qualitatively defined by specific criteria aligned with the

category (or indicator) or with the assigned task

• Proficiency level descriptions represent a developmental sequence from level to level

(to provide raters with explicit guidelines for evaluating candidate performance and

candidates with explicit feedback on their performance)

• Feedback provided to candidates from the rubric is actionable

• Proficiency level attributes are defined in actionable, performance-based, or observable

behavior terms. NOTE: If a less actionable term is used such as “engaged”, criteria are

provided to define the use of the term in the context of the category or indicator

C.2.9 – Waivers

No waivers are requested for these standards. School librarian preparation programs, although

categorized as Other School Personnel, train school librarian candidates to be teachers as a

substantive part of their jobs. Decisions on clinical or field experiences for school librarian

candidates are determined by the interpretation of state guidelines at the EPP level. ALA/AASL

has no field or clinical programmatic standards.

C.2.10 – Procedures Related to the Implementation of the School Librarian Preparation

Standards Training for Program Faculty

Training and assistance is available to institutions and states and is coordinated by the

ALA/AASL CAEP Program Coordinator and the Chair of the AASL-CAEP Coordinating Committee.

Requests for such training and assistance should be made to the ALA Office for Accreditation.

Although training sessions at ALA/AASL conferences are primarily for reviewers, program report

writers are welcome to attend. Training topics include the CAEP program review process,

current school library program SPA standards, appropriate assessments, decision-making

criteria, writing reports, and other topics selected by CAEP and ALA/AASL. The training sessions

have now been expanded to include consultations with program faculty who are responsible for

writing program reports. Additionally, virtual training sessions are being developed for

implementation of the new standards and to provide greater opportunities for participation as

reviewers.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 73

Assistance may be provided to institutions for program alignment to the new ALA/AASL/CAEP

School Librarian Preparation Standards (2019), for program report writing, and to states for

alignment of state standards to the ALA/AASL/CAEP School Librarian Preparation Standards

(2019).

If a state or institution requests specialized training, expenses and a modest honorarium will be

paid by the requesting institution or state to the person providing the training.

C.2.10 - Procedures for selection, training, and evaluation

AASL works closely with CAEP and the ALA Office for Accreditation to identify and train program

reviewers who make the final decisions regarding National Recognition for higher education

programs involved in the preparation of school librarians.

Recruitment of Reviewers

Notices regarding the need for reviewers and the opportunity to participate in the AASL/CAEP

National Recognition process are published in AASL and ALA Office for Accreditation

publications, state association newsletters, email distribution lists, professional websites, and

are announced at professional gatherings. Recruiting notices include the need for reviewers

that represent racial, ethnic, and gender diversity; geographic diversity; and diverse roles in the

school librarian profession. Application forms are available on the AASL website and through

the ALA Office for Accreditation.

Criteria for Selection of Reviewers

All reviewers must:

• Be current members of AASL;

• Have a current, demonstrated body of knowledge, expertise, and experience in the field

of school librarianship;

• Have a documented level of technical literacy and have access to technology that will

support the online review process;

• Have an endorsement or degree in school library media, library science or relevant field.

Potential reviewers must:

• Submit an application form and current résumé or CV to the Office for Accreditation;

• Participate in a training session;

• Be approved by the AASL-CAEP Coordinating Committee before being added to the

CAEP roster of reviewers.

Training of Review Team Members

Training is designed and presented under the direction of the Chair of the AASL-CAEP

Coordinating Committee and the ALA/AASL CAEP Program Coordinator.

• Training sessions for reviewers take place at ALA Annual Conference, the annual ALA

Midwinter Meeting, and the bi-annual AASL National Conference. The ALA and AASL

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 74

conferences are attended by members representing racial, ethnic, gender, and

geographic diversity as well as diverse roles in the profession of school librarianship.

• Online training webinars are being developed for training of reviewers for the revised

standards. By providing the online webinars, the AASL-CAEP Coordinating Committee

will be providing opportunities for a more diverse group of reviewers to become

involved, as attendance at a national conference is not possible for all potential

reviewers.

Training topics include the CAEP program review process, current school library program SPA

standards, appropriate assessments, decision-making criteria, writing reports, and other topics

selected by CAEP and ALA/AASL.

• Newly identified reviewers are invited and advised to attend upcoming reviewer training

sessions. Reviewer applicants are not assigned to a Review Team until they have

completed a training session.

• Reviewers are periodically informed by the ALA/AASL CAEP Program Coordinator of

training resources for program reviewers available on the CAEP website.

Formation of Review Teams

A team of reviewers consists of three members and represents diverse perspectives and

experience in the school library profession. The work of review teams is conducted via

appropriate technologies as identified by members of each team. One member of the review

team is named Lead Reviewer and is responsible for consolidating the members’ evaluation

comments. The Lead Reviewer prepares and submits the Team Report to CAEP.

Review teams may be asked to review the following types of reports: Initial Recognition Report

and Response to Conditions for Recognition. The Lead Reviewer prepares and submits the team

report according to identified timelines.

Function of Review Teams

School librarianship preparation programs are measured at the standard level. To achieve

the status of Nationally Recognized or Nationally Recognized with Conditions, a program must

meet all five standards. Each standard must be met in at least one assessment. A standard is

met by a preponderance of evidence drawn from the components. Reviewers look at the

standard as a whole and make a professional judgment as to whether the program meets the

overall intent of the standard.

Review teams may elect to make one of the following decisions regarding programs: National

Recognition, National Recognition with Conditions, or Further development required/Nationally

recognized with probation/Not nationally recognized.

Preponderance of evidence for each category is as follows:

• Nationally Recognized - All five standards were met and sufficient evidence was

provided to demonstrate that candidates have developed a basic understanding and

mastery of key concepts within each standard.

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 75

• Nationally Recognized with Conditions - All five standards have been met but some

assessments fail to provide sufficient content and detail necessary to demonstrate that

candidates have developed a basic understanding and mastery of key concepts within

each standard.

• Further development required/Nationally recognized with probation/Not nationally

recognized - All five standards were not met and sufficient evidence was not provided to

demonstrate that candidates have developed a basic understanding and mastery of key

concepts within each standard.

The review team judges the alignment of a program's assessments and candidate data

with the ALA/AASL/CAEP School Librarian Preparation Standards (2019). The final

report identifies the review team’s final decision on National Recognition, program

strengths and areas for improvement and, in the case of National Recognition with Conditions,

states the conditions to which the institution must respond to receive National Recognition.

Evaluation of Review Team Members

The AASL-CAEP Coordinating Committee evaluates reviewers on their participation in a

training session before they are added to the CAEP roster of reviewers.

Continued assignment to review teams is dependent upon the reviewers completing informed

and clear reports, their ability to meet identified timelines, and their ability to work in an

efficient and cooperative manner with other review team members. The ALA/AASL CAEP

Program Coordinator, the AASL Executive Director, and the Chair of the AASL-CAEP

Coordinating Committee are responsible for monitoring this process.

Each team member is asked to provide an evaluation of their fellow review team members

including the lead reviewer. The evaluation asks team members the following about team

leaders:

• Knowledge of areas addressed by the Standards

• Skill in identifying problem areas

• Skill in analyzing and interpreting assessments

• Broad knowledge of issues in school librarianship

• Writing ability (in completing report)

• Objectivity

• Facilitation of team functioning as an effective group

• Scheduling of team discussions

• Communication of and adherence to deadlines

• Team input invited

• Would you recommend this person continue as a lead reviewer?

Lead reviewers and team members are asked to provide an evaluation of their fellow review

team members in the following categories:

• Knowledge of areas addressed by the Standards

ALA/AASL/CAEP School Librarian Preparation Standards (2019) - 76

• Skill in identifying problem areas

• Skill in analyzing and interpreting assessments

• Broad knowledge of issues in school librarianship

• Writing ability (in completing report)

• Objectivity

• Adherence to deadlines

• Worked productively with rest of the team

• Carried fair share of team workload

• Would you recommend this person continue as a reviewer? Or to serve as a lead

reviewer?

C.2.10 Representation of diversity within the profession

In the last three years (2016-2019), thirty-eight people have served on review teams. Of those,

six are practicing school librarians. The remainder are faculty serving in a variety of capacities –

professors, retired faculty, associate deans, and department chairs. The AASL-CAEP

Coordinating Committee gathered demographic data from 28 of the 38 active reviewers. The

reviewers are representative of the diversity within the school library field. The school library

field is largely female and white. However, the AASL-CAEP Coordinating Committee and the

ALA/AASL CAEP Program Coordinator are committed to diversifying both the profession and the

field of reviewers. All thirty-eight of the active reviewers are female.

Geographic Diversity. The majority of the reviewers are from the south; however, all

geographic areas of the United States are represented.

• South – 75%

• Northeast – 7.14%

• Midwest – 14.29%

• West – 3.57%

Racial/Ethnic Diversity. The majority of reviewers identify as white which is typical of the

school library field.

• White – 75.86%

• Black or African American – 6.9%

• Native American/American Indian/Alaskan native – 10.34%

• Preferred not to respond – 6.9%