· Web viewUnderstand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues LIBS 6010 Foundations of Library

Appendix I.B Courses Mapped to Sets of Professional Standards

Program Objective and Associated

Course(s)Related Professional Standards

1. Understand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues

LIBS 6010 Foundations of Library and Information Studies

ALA Core Competences of Librarianship (2009)

1. Foundations of the Profession1A. The ethics, values, and foundational principles of the library and information profession.1B. The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience).1E. Current types of library (school, public, academic, special, etc.) and closely related information agencies.1F. National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession.1G. The legal framework within which libraries and information agencies operate. That framework includes laws relating to copyright, privacy, freedom of expression, equal rights (e.g., the Americans with Disabilities Act), and intellectual property.1H. The importance of effective advocacy for libraries, librarians, other library workers, and library services.1I. The techniques used to analyze complex problems and create appropriate solutions.1J. Effective communication techniques (verbal and written).1K. Certification and/or licensure requirements of specialized areas of the profession. ALA/AASL Standards for Initial Preparation of School Librarians (2010) 3: Information and KnowledgeCandidates 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 behaviorCandidates 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.4. Advocacy and LeadershipCandidates 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.4.2 Professional developmentCandidates 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.5: Program Management and Administration5.2 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. .NCDPI School Library Media Coordinators Standards (2013)

1: School Library Media Coordinators demonstrate leadership.1d. School Library Media Coordinators demonstrate high ethical standards.5: School Library Media Coordinators reflect on their practice.5b. School Library Media Coordinators link professional growth to their professional goals.5c. School Library Media Coordinators function effectively in a complex, dynamic environment

ALA/ACRLStandards for Libraries in Higher Education (2011) 2. Professional Values: Libraries advance professional values of intellectual freedom, intellectual property rights and values, user privacy and confidentiality, collaboration, and user-centered service.8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers.



2. Analyze, evaluate and synthesize research literature in library and information science, and design basic practitioner research

LIBS 6012 Analyzing and Synthesizing Professional Library Information(Title change to Research Literacy in Library Science pending)

LIBS 6972 Research Methods in Library and Information Studies


6. Research6A. The fundamentals of quantitative and qualitative research methods.6B. The central research findings and research literature of the field.6C. The principles and methods used to assess the actual and potential value of new research

ALA/AASL Standards for Initial Preparation of School Librarians (2010)

3: Information and KnowledgeCandidates 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 generateknowledge to improve practice.3.4 Research and knowledge creationCandidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.5: Program Management and AdministrationCandidates 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.5.4 Strategic Planning and Assessment Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.

NCDPI School Library Media Coordinators Standards (2013)

4. School library media coordinators demonstrate knowledge of learners and learning and promote effective instruction practicesa. School library media coordinators use effective pedagogy to infuse content-are curricula with 21st century skillsb. School library media coordinators know the content appropriate to their teaching specialty

ALA/ACRLStandards for Libraries in Higher Education (2011)

8.4 Library personnel contribute to the knowledge base of the profession



3. Use reference and information resources in a variety of formats to promote information literacy

LIBS 6014 Introduction to Reference


5. Reference and User Services 5A. The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. 5B. Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. 5C. The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information. 5D. Information literacy/information competence techniques and methods, numerical literacy, and statistical literacy. 5E. The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. 5F. The principles of assessment and response to diversity in user needs, user communities, and user preferences. 5G. The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development.


3: Information and KnowledgeCandidates 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.3.2 Access to informationCandidates support flexible, open access for library services. Candidatesdemonstrate 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.5: Program Management and AdministrationCandidates 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 CollectionsCandidates evaluate and select print, non-print, and digital resources usingprofessional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, andprofessional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards.


3. School library media coordinators implement a comprehensive 21st century library media program.a. School library media coordinators develop a library collection that supports 21st century teaching and learningb. School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology

ALA/ACRLStandards for Libraries in Higher Education (2011) 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments.



4. Select, acquire, develop and manage collections to meet the lifelong learning needs of diverse groups in various formats and library settings

LIBS 6018 Collection Development

LIBS 6135 Materials for Children


2. Information Resources2A. Concepts and issues related to the lifecycle of recorded knowledge and information, from creation through various stages of use to disposition.2B. Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection.2C. Concepts, issues, and methods related to the management of various collections.2D. Concepts, issues, and methods related to the maintenance of collections, including preservation and conservation


2: Literacy and ReadingCandidates 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, 2.1 LiteratureCandidates are familiar with a wide range of children’s, young adult, andprofessional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.2.2 Reading promotionCandidates 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 diversityCandidates demonstrate the ability to develop a collection of reading andinformation materials in print and digital formats that support the diversedevelopmental, cultural, social, and linguistic needs of P-12 students and their communities.2.4 Literacy strategiesCandidates 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. NCDPI School Library Media Coordinators Standards (2013)

3. School library media coordinators implement a comprehensive 21st century library media program

a. School library media coordinators develop a library collection that supports 21st century teaching and learningb. School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology

ALA/ACRLStandards for Libraries in Higher Education (2011) 3.1 Library personnel collaborate with faculty and others regarding ways to incorporate library collections and services into effective education experiences for students



5. Understand and apply appropriate concepts and guidelines for the organization and discoverability of library materials and resources

LIBS 6026 Organization of Information in Libraries


3. Organization of Recorded Knowledge and Information3A. The principles involved in the organization and representation of recorded knowledge and information.3B. The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources.3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information.


3: Information and KnowledgeCandidates 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 generateknowledge to improve practice.3.2 Access to informationCandidates 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.5: Program Management and Administration5.1 CollectionsCandidates evaluate and select print, non-print, and digital resources usingprofessional 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.


2. School library media coordinators build a learning environment that meets the instructional needs of a diverse population of students.a. School library media coordinators develop a library collection that supports 21st century teaching and learning

b School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology4. School library media coordinators demonstrate knowledge of learners and learning and promote effective instructional practicesb. School library media coordinators know the content appropriate to their teaching specialty

ALA/ACRLStandards for Libraries in Higher Education (2011) 8.6 Personnel responsible for enhancing and maintaining the library’s IT infrastructure keep current with library technology applications and participate in ongoing training.



6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs

LIBS 6031 Library Administration and Management


8. Administration and Management8A. The principles of planning and budgeting in libraries and other information agencies.8B. The principles of effective personnel practices and human resource development.8C. The concepts behind, and methods for, assessment and evaluation of library services and their outcomes.8D. The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served.8E. The concepts behind, issues relating to, and methods for, principled,transformational leadership.


4. Advocacy and LeadershipCandidates 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 …4.1. Networking with the library communityCandidates 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 developmentCandidates 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 LeadershipCandidates 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 AdvocacyCandidates 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.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.5.3 Personnel, Funding, and FacilitiesCandidates 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 AssessmentCandidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.


1. School Library Media Coordinators demonstrate leadershipa. School library media coordinators lead in their schoolsb. School library media coordinators advocate for effective media programs.c. School library media coordinators demonstrate high ethical standards5. School Library Media coordinators reflect on their practiceb. School library media coordinators link professional growth to their professional goalsc. School library media coordinators function effectively in a complex, dynamic environment.

ALA/ACRLStandards for Libraries in Higher Education (2011) 7.3 Library personnel participate in campus decision making needed for effectively library management7.8 Library personnel model a culture of continuous improvement8.5 Library personnel are professionally competent, diverse, and empowered.



7. Understand and apply appropriate technologies to support or enhance library functions and processes

LIBS 6042 Technology for Library Services


4. Technological Knowledge and Skills4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies.4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications.4C. The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services.4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements.


1: Teaching for LearningCandidates 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 effectiveusers 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.1.4 Integration of twenty-first century skills and learning standardsCandidates 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 Standards for the 21st-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.3: Information and KnowledgeCandidates 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.3.3 Information technologyCandidates 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. NCDPI School Library Media Coordinators Standards (2013)

2. School library media coordinators build a learning environment that meets the instructional needs of a diverse population of studentsa. School library media coordinators develop a library collection that supports 21st century teaching and learningb School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology3. School library media coordinators implement a comprehensive 21st century library media programa. School library media coordinators develop a library collection that supports 21st century teaching and learningb. School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology

ALA/ACRLStandards for Libraries in Higher Education (2011) 8.6 Personnel responsible for enhancing and maintaining the library’s IT infrastructure keep current with library technology applications and participate in ongoing training.



8.Instruct individually, and in collaboration with others, diverse user groups to access library resources and services

LIBS 6142 Instructional Foundations of the School Library Media Program

LIBS 6144 Instruction Strategies and Leadership for School Media Specialists

LIBS 6137 Materials for Young Adults

LIBS 7050 Seminar on Public Libraries

LIBS 6810 Academic Libraries


7. Continuing Education and Lifelong Learning7A. The necessity of continuing professional development of practitioners in libraries and other information agencies.7B. The role of the library in the lifelong learning of patrons, including anunderstanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services.7C. Learning theories, instructional methods, and achievement measures; and their application in libraries and other information agencies.7D. The principles related to the teaching and learning of concepts, processes and skills used in seeking, evaluating, and using recorded knowledge and information.


1: Teaching for LearningCandidates 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 learningCandidates 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 teacherCandidates implement the principles of effective teaching and learning thatcontribute 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.2: Literacy and ReadingCandidates 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 classroomreading instruction to address the diverse needs and interests of all readers.2.1 LiteratureCandidates are familiar with a wide range of children’s, young adult, andprofessional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.2.2 Reading promotionCandidates 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 diversityCandidates demonstrate the ability to develop a collection of reading andinformation materials in print and digital formats that support the diversedevelopmental, cultural, social, and linguistic needs of P-12 students and their communities.2.4 Literacy strategiesCandidates 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.


4: School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices.a. School library media coordinators use effective pedagogy to infuse content-area curricula with 21st century skillsb. School library media coordinators know the content appropriate to their teaching specialty.c. School library media coordinators promote reading as a foundational skill for learning.


3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses and assignments.3.3 Library personnel model best pedagogical practices for classroom teaching, online tutorial design, and other educational practices.

3.4 Library personnel provide regular instruction in a variety of contexts and employ multiple learning platforms and pedagogies.



9. Obtain practical experience in professional roles for which students are preparing

LIBS 6991 Seminar: Internship


7. Continuing Education and Lifelong Learning7A. The necessity of continuing professional development of practitioners in libraries and other information agencies.7B. The role of the library in the lifelong learning of patrons, including anunderstanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services.

ALA/AASL Standards for Initial Preparation of School Librarians (2010) 4: Advocacy and LeadershipCandidates 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.4.2 Professional developmentCandidates 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.


5. School Library Media Coordinators reflect on their practice.a. School library media coordinators analyze student learning.b. School library media coordinators link professional growth to their professional goals.c. School library media coordinators function effectively in a complex, dynamic environment.


8.2 Library personnel have education and experience sufficient to their positions and the needs of the organization.

8.5 Library personnel are professionally competent, diverse, and empowered.

Documents

· Web viewUnderstand and apply the foundations of library science from contemporary professional standards used to resolve ethical and legal issues LIBS 6010 Foundations of Library