ALA/AASL 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 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 21st century skills instruction on student interests and learning needs and link it to the assessment of student achievement.

These two documents describe various types of assessments that can be utilized in an information literacy curriculum. They also demonstrate where and how they might be utilized with the Big Six Information Problem Solving Model. Using these types of assessments in an information literacy curriculum demonstrates and supports my knowledge of Element 1.1 - Knowledge of learners and learning.

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 teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.

These documents contain examples of how information literacy skills can be incorporated into content area teaching. There are sample scope and sequences for a kindergarten and 10th grade information literacy curriculum, a document that can be utilized for curriculum mapping (incorporating information literacy skills into content curriculum areas) and a lesson plan for a 2nd grade science research project.

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.

This year-long teaching unit has been designed to collaboratively teach poetry to students in grades 1 and 2. It supports Element 1.3 - work as an instructional partner.

1.4 Integration of 21st century skills and learning standards

Candidates advocate for 21st century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with teachers to plan and implement instruction of AASL Standards for 21st Century Learners 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 PK-12 students' conceptual understanding, critical thinking and creative processes.

I designed this PowerPoint Presentation to utilize in a professional development training for teachers. It explains and demonstrates the value of collaboration with the School Library Media Specialist and the impact that it can have on student learning. The incorporation of using an information problem solving model, The Big Six is explored. Element 1.4 - Integration of 21st century skills and learning standards is supported with this presentation.