Standards

As part of our commitment to excellence, the most recent analysis of the Library and Information Science Program demonstrates all standards are met. A matrix demonstrates this commitment.
Tennessee Standards
A school library information specialist works with teachers and students in organizing knowledge and accessing information. This role requires communication skills, professional knowledge of teaching and learning, understanding and use of technology, ability to manage and organize resources, and knowledge of books, media, and instructional materials basic to effective library programs. In order to implement these licensure standards, an expansion of distance learning opportunities will be required.
The School Librarian program is based on the foundation of the conceptual framework and state and national standards. Candidates will know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Upon request a matrix is available demonstrating the alignment of courses with the conceptual framework, the state standards, the NCATE standards, and the National Board Standards.

Prospective school library information specialists will complete studies in library science. The education and professional development of the school library information specialist is initiated in course work, refined in field experiences, and enhanced during professional practice. School library information specialist preparation programs will provide the prospective candidate with the knowledge and skills to develop the following:

I.   Professionalism and Communication
  1. Ability to communicate effectively with students, faculty, parents and other colleagues individually and in groups to determine needs and to provide guidance in the selection and use of reading, viewing, and listening materials and electronic media for both pleasure and research.
  2. Ability to provide staff development and activities for teachers in the use of library and media resources.
  3. Ability to demonstrate a commitment to personal and professional growth by participating in local, state, and national professional organizations.
  4. Knowledge of a variety of cultural and philosophical viewpoints and the responsibility of the library information specialist to provide information and materials to reflect this variety.
II.   Instructional Leadership
  1. Ability to collaborate with teachers on curriculum development and instructional design of lessons, units, and activities.
  2. Understanding of student development and ability to use teaching strategies to meet the needs of diverse learners.
  3. Ability to identify and select resources appropriate to areas of the curriculum and various client groups.
  4. Ability to convey research skills and strategies, including the evaluation and analysis of information, to students and teachers.
  5. Understanding of traditional and non-traditional research tools and the ability to use technology for research and information retrieval, and to instruct teachers and students on the use of electronic resources.
  6. Ability to convey the importance of preparing one's self to become a life long learner and to provide students with the skills necessary for this endeavor.
III. Collection Management and Organization
  1. Knowledge of books, media, and instructional material appropriate for children and young adults.
  2. Ability to develop, implement, and revise resource selection policies and procedures that reflect the school's goals and objectives.
  3. Ability to plan collection development, library instruction, and library schedule to accommodate the needs of the instructional program.
  4. Ability to create an organized, accessible environment that facilitates access and stimulates use of library resources and is conducive to student learning.
  5. Ability to manage a budget, conduct an inventory, develop the collection, and provide statistical analysis of circulation in a library.
  6. Ability to evaluate both internal holdings and external resources in order to select appropriate resources to meet the needs of students and faculty.
  7. Knowledge of community and global resources which supplement library services.
IV. Administration
  1. Ability to develop and implement short and long range goals for a library program.
  2. Ability to manage other library personnel.
  3. Ability to develop and administer the programs and processes of the library.
  4. Understanding of computer applications for both instructional and administrative purposes and ability to use library networks effectively.

ALA/AASL  STANDARDS

1. Use of Information and Ideas
School library media candidates encourge reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services.

1.1 Efficient and ethical information - seeking behavior
Candidates model strategies to locate, evaluate and use information for specific purposes. Candidates identify and address tudent interests and motivations. Candidates interact with the learning communit to access, communicate and interpret intellectual content. Candidates adjere to and communicate legal and ethical policies.

1.2 Literacy and reading
Candidates are aware of major trends in reading material for children and youth. Candidates select materials in multiple formats to address the needs and interests of diverse young readers and learners. Candidates use a variety of strategies to promote leisure reading. They model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading.

1.3 Access to information
Candidates support flexible and open access for the library media center and its services. Candidates identify barriers to equitable access to resources and services. Candidates facilitate access to information in print, nonprint, and electronic formats. Candidates comply with and communicate the legal and ethical codes of the profession.

2. Teaching and Learning
School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student's interests, passions, and needs which drive their learning.

2.1 Knowledge of learners and learning
Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction. Candidates support 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.

2.2 Effective and knowledgeable teacher
Candidates work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools. Candidates analyze 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.

2.3 Information literacy curriculum
Candidates employ strategies to integrate the information literacy curriculum with content curriculum. Candidates incorporate technology to promote efficient and equitable access to information beyond print resources. Candidates assist students to use technology to access, analyze, and present information.

3. Collaboration and Leadership.
School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourge the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.

3.1 Connection with library community
Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and developing common policies and procedures.  Candidates articulate the role of their professional associations and journals in their own professional growth.

3.2 Instructional partner
Candidates model, share, and promote ethical and legal principles of education and librarianship. Candidates acknowledge the importance of participating on school and district committees and in faculty staff development opportunities.

3.3 Educational leader
Candicates are able to articulate the relationship of the library media program with current educational trends and important issues. Candidates recognize the role of other educational professionals and professional associations. Candidates translate for the school the ways in which the library program can enhance school improvement efforts. Candidates utilize information found in professional journals to improve library practice.

4. Program Administration.
School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.

4.1 Managing information resources: Selecting, Organizing, Using
Candidates select, analyze, and evaluate 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. Candidates organize the library media facility and its colelctions - print, nonprint and electronic - according to standard accepted practice. Candidates support intellectual freedom and privacy of users. Candidates plan for efficient use of resources and technology to meet diverse user needs.

4.2 Managing program resources: Human, financial, physical
Candidates develop and evaluate policies and procedures that support the mission of the school and address specific needs of the library media program, such as collection development and maintenance, challenged materials and acceptable use policies. Candidates apply accepted management principles and practices that relate to personnel, financial and operational issues. Candidates plan adequate space for individuals, small groups and whole classes.

4.3 Comprehensive and collaborative strategic planning and assessment
Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources,services and information literacy standards with the school's goals and objectives. Candidates use data for decision-making.


National Board Standards
I: Knowledge of Learners
II: Knowledge of Teaching and Learning
III: Knowledge of library and information studies
IV: Integrating Instruction
V: Leading innovation through the library media program
VI: Administering the Library Media Program
VII: Reflective Practice
VIII: Professional Growth
IX: Ethics
X: Leadership