Appendix I.B Courses Mapped to Sets of Professional Standards
Program Objective and Associated Course(s) / Related Professional Standards1. 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 Profession
1A. 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 Knowledge
Candidates 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 behavior
Candidates 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 Leadership
Candidates advocate for dynamic school library programs and positive learningenvironments that focus on student learning and achievement by collaborating andconnecting with teachers, administrators, librarians, and the community. Candidates arecommitted to continuous learning and professional growth and lead professionaldevelopment activities for other educators. Candidates provide leadership by articulatingways in which school libraries contribute to student achievement.
4.2 Professional development
Candidates model a strong commitment to the profession by participating inprofessional growth and leadership opportunities through membership in libraryassociations, attendance at professional conferences, reading professionalpublications, and exploring Internet resources. Candidates plan for ongoingprofessional growth.
5: Program Management and Administration
5.2 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.
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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.
Program Objective and Associated Course(s) / Related Professional Standards
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 / ALA Core Competences of Librarianship (2009)
6. Research
6A. 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 newresearch
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
3: Information and Knowledge
Candidates model and promote ethical, equitable access to and use of physical, digital,and virtual collections of resources. Candidates demonstrate knowledge of a variety ofinformation sources and services that support the needs of the diverse learningcommunity. Candidates demonstrate the use of a variety of research strategies to generate
knowledge to improve practice.
3.4 Research and knowledge creation
Candidates 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 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.
5.4 Strategic Planning and Assessment
Candidates make effective useof 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 practices
a. School library media coordinators use effective pedagogy to infuse content-are curricula with 21st century skills
b. 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
Program Objective and Associated Course(s) / Related Professional Standards
3. Use reference and information resources in a variety of formats to promote information literacy
LIBS 6014 Introduction to Reference / ALA Core Competences of Librarianship (2009)
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.
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
3: Information and Knowledge
Candidates 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 information
Candidates 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 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.
5.1 Collections
Candidates evaluate and select print, non-print, and digital resources using
professional 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 classificationprinciples and standards.
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 learning
b. 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
3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments.
Program Objective and Associated Course(s) / Related Professional Standards
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 / ALA Core Competences of Librarianship (2009)
2. Information Resources
2A. 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
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
2: Literacy and Reading
Candidates 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 Literature
Candidates are familiar with a wide range of children’s, young adult, and
professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
2.2 Reading promotion
Candidates 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 diversity
Candidates demonstrate the ability to develop a collection of reading and
information materials in print and digital formats that support the diverse
developmental, cultural, social, and linguistic needs of P-12 students and their communities.
2.4 Literacy strategies
Candidates 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 learning
b. 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
Program Objective and Associated Course(s) / Related Professional Standards
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 / ALA Core Competences of Librarianship (2009)
3. Organization of Recorded Knowledge and Information
3A. The principles involved in the organization and representation of recorded knowledge and information.
3B. The developmental, descriptive, and evaluative skills needed to organize recordedknowledge and information resources.
3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information.
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
3: Information and Knowledge
Candidates model and promote ethical, equitable access to and use of physical, digital,and virtual collections of resources. Candidates demonstrate knowledge of a variety ofinformation sources and services that support the needs of the diverse learningcommunity. Candidates demonstrate the use of a variety of research strategies to generate
knowledge to improve practice.
3.2 Access to information
Candidates 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 Administration
5.1 Collections
Candidates evaluate and select print, non-print, and digital resources using
professional 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.
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 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 technology
4. School library media coordinators demonstrate knowledge of learners and learning and promote effective instructional practices
b.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.
Program Objective and Associated Course(s) / Related Professional Standards
6. Understand and apply the principles of management, leadership and advocacy to direct and advance library programs
LIBS 6031 Library Administration and Management / ALA Core Competences of Librarianship (2009)
8. Administration and Management
8A. 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.
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
4. Advocacy and Leadership
Candidates 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 community
Candidates 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 development
Candidates 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 Leadership
Candidates 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 fromeducation and library research, candidates communicate ways in which the libraryprogram can enhance school improvement efforts.
4.4 Advocacy
Candidates 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 Facilities
Candidates apply best practices related to planning, budgeting, and evaluatinghuman, 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 Assessment
Candidates 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.
NCDPI School Library Media Coordinators Standards (2013)
1. School Library Media Coordinators demonstrate leadership