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The AASL Standards Are the School Library Standards in Pennsylvania

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  • Author(s): Mackley, Allison
  • Language:
    English
  • Source:
    Knowledge Quest. Jan-Feb 2021 49(3):8-16.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Elementary Education
    • Subject Terms:
      Library Associations; School Libraries; Library Administration; Program Implementation; National Standards; Alignment (Education); Elementary Schools; Librarians; Minimum Competencies; Curriculum Development
    • Subject Terms:
      Pennsylvania
    • ISSN:
      1094-9046
    • Abstract:
      Pennsylvania school librarians have ongoing professional learning opportunities to build compelling and inclusive experiences for learners in their libraries and within the school community. From learning the basics about the American Association of School Librarians (AASL) Integrated Standards Frameworks to building innovative curriculum and communication methods, Pennsylvania school librarians are engaging with the community to exemplify how school libraries are transformational. According to Allison Mackley, AASL's "National School Library Standards" provided school librarians with inspiration. The standards did not look anything like the previous versions. The integrated frameworks were crafted so cleverly that educators of school librarians, administrators, educators, and others would have to re-create their vision of school librarians when applied to the school library culture and environment. In this article, she describes the events how the Pennsylvania School Librarians Association (PLSA) formatted and implemented the Standards to fit the state's school librarians' needs.
    • Abstract:
      ERIC
    • Publication Date:
      2021
    • Accession Number:
      EJ1283599