Matrix: AASL Competencies
updated 8-4-09
Source: American Association of School Librarians
Standards for Initial Programs for School Library Media Specialist Preparation
used with permission
Reference
|
Standard |
Unacceptable |
Acceptable |
Target |
| 1.1 Efficient and Ethical Information-Seeking Behavior Key Assessment: I-Search Other Assessments: Reading & Literacy Project (GACE I and II) |
[]Little
or no evidence of the research process []No differentiation of user needs []No identification or support of student interests or needs []Legal and ethical practices ignored |
[]Modeling
of strategies to locate, evaluate, and use information for specific
purposes []Identifies and addresses student interests and motivations []Interacts with learning community to access, communicate, and interpret intellectual content []Adheres to and communicates legal and ethical policies |
[]Advocates for and
demonstrates effective use of current and relevant information
processes and resources, including emerging technologies []Models a variety of effective strategies to locate, evaluate, and use information in a variety of formats for diverse purposes []Plans reference services, using traditional and electronic services that are comprehensive and address the needs of all users []Models and teaches legal and ethical practices |
| 1.2 Literacy and Reading: Key Assessment: Reading and Literacy Project Other Assessments: Order (GACE I and II) |
[]Little or no evidence
of knowledge of the reading
process []Little evidence of familiarity with reading material for children and youth |
[]Awareness of major
trends in reading material for children and youth []Selects materials in multiple formats to address the needs and interests of diverse young readers and learners []Uses variety of strategies to promote leisure reading []Models personal enjoyment of reading in order to promote the habits of creative expressions and lifelong reading |
[]Knows about
historical and contemporary trends and multicultural issues in reading
materials for children and young adults []Analyzes and applies research in literacy and reading in order to select and recommend diverse material in formats and at levels that facilitate the reading process and the development of fluency in readers []Collaborates with teachers to integrate literature into curriculum []Instills a sense of enjoyment in reading in others that leads to lifelong reading habits |
| 1.3
Access to
Information Key Assessments: PDEP Order Other Assessments: Selection Policy (equitable access, legal/ethical) (GACE I and II) |
[]Little or no
evidence of knowledge of issues related to access to
information []No knowledge of the legal and ethical practices of the profession |
[]Supports flexible
and open access for the LMC and its services []Identifies barriers to equitable access to resources and services []Facilitates access to information in print, nonprint, and electronic formats []Complies with and communicates the legal and ethical codes of the profession |
[]Analyzes and
implements LMP scheduling options for
different needs by developing flexible and open access for the LMC and
its services []Plans strategically to ensure physical and intellectual access to information for the entire school community []Identifies means of providing remote access to information []Models and promotes the tenets of privacy, confidentiality, intellectual property, and intellectual freedom |
| 1.4:
Stimulating Learning
Environment Key Assessment: PDEP Other Assessments: Reading & Literacy Project (GACE I and II) |
Little or no evidence of awareness of the impact of the climate of the library media environment on learning | []Demonstrates
ways to establish and maintain a positive
educational climate in
the library media center []Identifies relationships among facilities, programs, and environment that impact student learning []Plans and organizes LMCs according to their use by the learning community |
[]Demonstrates
collaborative techniques to create and maintain an
attractive, positive educational climate in a technology-rich LMC []Uses research-based data, including action research, to analyze and improve services |
| 2.1
Knowledge of Learners
and Learning Key Assessment: Internship [newer version] Other Assessments: Collaborative Units (EDIT 6360) Reading & Literacy Project (GACE I and II) |
[]Demonstrates little or
no evidence of knowledge of learner characteristics, learning
processes, or exceptionalities []Link among student interests, learning, information skills instruction, and student achievement is not assessed or documented |
[]Designs LM instruction
that assesses learner needs, instructional methodologies, and
information processes to assure that each is integral to information
skills instruction []Supports the learning of all students and other members of the learning community, including those with diverse learning styles, abilities, and needs []Information skills instruction is based on student interests and learning needs and is linked to student achievement |
[]Ensures that the
library media curriculum is documented as significant to the overall
academic success of all students |
| 2.2
Effective and Knowledgeable Teacher Key Assessment: Collaborative Units (EDIT 6360) Internship [new version*] Other Assessments: (GACE I and II) |
[]Develops lesson plans
in isolation with little or no attention to instructional methodologies []Instruction exhibits limited strategies and the use of few resources []Student learning is not assessed |
[]Works with classroom
teachers to co-plan, co-teach, and co-assess information skills
instruction []Uses a variety of instructional strategies and assessment tools []Analyzes the role of student interest and motivation in instructional design []Student learning experiences are created, implemented, and evaluated in partnership with teachers and other educators |
[]Documents and
communicates the impact of collaborative instruction on student
achievement []Develops a regular communication procedure between home and school |
| 2.3 Information Literacy Curriculum Key Assessment: I-Search Other Assessments: Collaborative Units (GACE I and II) |
[]Develops an information
literacy curriculum which is in isolation from content curriculum and
which relies on traditional print-only library research tools and
location and access skills |
[]Employs strategies to
integrate the information literacy curriculum with content curriculum []Incorporates technology to promote efficient and equitable access to information beyond print resources []Assists students to use technology to access, analyze, and present information |
[]Works to ensure that
responsibility for an integrated information literacy curriculum is
shared across curricular areas throughout the school []Advocates for the information skills curriculum in order to assure appropriate learning experiences for all students, and to address the academic needs of the school community |
| 3.1
Connection with the
Library Community Key Assessment: Internship [new version*] Other Assessments: Reading & Literacy Project (GACE I and II) |
[]Unaware of the
potential for benefits to the SLMP from making connections to the
larger library community []Limited or no understanding of the role of professional associations and journals in professional life |
[]Demonstrates the
potential for establishing connections to other libraries and the
larger library community for resource sharing, networking, and
developing common policies and procedures []Articulates the role of professional associations and journals in personal professional growth |
[]Employs strategies to
ensure connections between the school community and the larger library
world of public, academic, special libraries, and information centers []Participates in professional associations |
| 3.2
Instructional Partner Key Assessment: PDEP Collaborative Units (EDIT 6360) Other Assessments: (GACE I and II) |
[]Not able to articulate how to create an integrated LMP from an isolated SLMC | []Models, shares,
promotes ethical and legal
principles of education and librarianship (in this role) []Acknowledges the importance of participating on school and district committees and in faculty staff development opportunities |
[]Anticipates providing
leadership to school and district committees []Shares expertise in the design of appropriate instruction and assessment activities with other professional colleagues |
| 3.3
Educational Leader Key Assessment: PDEP Other Assessments: Reading & Literacy Project Mini-Lessons in 6300 (GACE I and II) |
[]Unaware of basic trends
and issues in the field of education []Minimal knowledge of professional assocations in other disciplines, or of the role of other educational professionals []Takes a passive role in the school |
[]Articulates the
relationship of the LMP with current educational trends and important
issues []Recognizes the role of other educational professionals and professional associations []Translates for the school the ways in which the LMP can enhance school improvement efforts []Utilizes information found in professional journals to improve library practice |
[]Develops a LMP that
reflects the best practices of education and librarianship []Thoroughly understands current trends and issues in education []Writes a plan for professional growth that justifies personal professional choices []Engages in school improvement activities by partnering with administrators to help teachers learn and practice new ways of teaching []Shares information, applies research results, and engages in action research |
| 4.1 Managing Information Resources: Selecting, Organizing, Using Key Assessment: Order Other Assessments: Selection Policy Access Enabler Bibliography (GACE I and II) |
[]Little knowledge of
accepted library policies, procedures and practices for selecting,
organizing, and using information |
[]Selects, analyzes, and
evaluates print, nonprint, and electronic resources using professional
selection tools and evaluation criteria to develop a quality collection
designed to meet diverse curricular and personal needs []Organizes the LM facility and its collections (print, nonprint, and electronic) according to standard accepted practice []Supports intellectual freedom and privacy of users []Plans for efficient use of resources and technology to meet diverse user needs |
[]Uses collection
analysis and evaluation research and techniques to ensure a balanced
collection which reflects diversity of format and content, reflecting
our multicultural society []Designs plans for collection development and analysis and policies that ensure flexible and equitable access to facilities and resources []Develops procedures to analyze the effectiveness of LM policies, procedures, and operations []Ensures that policies and procedures are in place to support intellectual freedom and the privacy of users of all ages |
| 4.2 Managing Program Resources: Human, Financial, Physical Key Assessment: PDEP Other Assessments: Selection Policy Order (GACE I and II) |
[]Little knowledge of
effective management
policies, procedures and principles []Little knowledge of relationship of facility to program needs |
[]Develops
and evaluates
policies and procedures that support the mission of the school and
address specific needs of the LMP, such as collection development and
maintenance, challenged materials, and acceptable use policies []Applies accepted management principles and practices that relate to personnel, financial, and operational issues []Plans adequate space for individuals, small groups, and whole classes |
[]Organizes, manages, and
assesses all human, financial, and physical resources of the LMP []Advocates for ongoing administrative support for LMP and policies []Actively seeks alternative sources of funding for the LMP, both within and outside the school community |
| 4.3
Comprehensive and
Collaborative Strategic Planning and Assessment Key Assessment: PDEP Other Assessments: (GACE I and II) |
[]Not able to develop a
plan for the LMP []Does not use data for decision-making |
[]Collaborates with
teachers and administrators to develop a LMP plan that aligns
resources, services, and information literacy standards with the
school's goals and objectives []Uses data for decision-making |
[]Collaborates with
teachers, administrators, students, and others in the school community
to develop, implement, and assess long-term, strategic plans []Aligns the LMP with the information literacy standards and the school's goals, objectives, and content standards []Uses quantitative and qualitative methods of data collection and analysis to assess data and make decisions on which to base plans and policies |
| Total |
Dr. Mary
Ann Fitzgerald, Associate Professor, UGA,
COE, EPIT Dept., SLM/lDT Faculty
Dr. Greg Clinton, Lecturer, UGA, COE, EPIT Dept., SLM/LDT Faculty
Dr. Janette Hill, Professor, UGA, COE, EPIT
Dept.
Dr. Julie Tallman, Emeritus Professor, UGA,
COE, EPIT Dept., SLM Program
Faculty
All rights reserved
Expires 8-4-2010.
http://it.coe.uga.edu/~mfitzger/aasl-matrix.html