ESSA Alabama Library Media
Alabama Library Media
Recommendations for ESSA Implementation
One of the nine common beliefs set forth in the American Association of School Librarians' (AASL) Standards for the 21st-Century Learner is as follows: “Equitable access is a key component to education. All children deserve equitable access to books and reading, to information, and to information technology and resources that encourage curiosity and inquiry in an environment that is safe and conducive to learning.”
The mission of Alabama’s Library Media programs supports every school’s instructional program to improve student learning and academic achievement.
This is accomplished by:
• Ensuring learners will be able to independently inquire, think critically and to gain, create and share knowledge.
• Providing physical and virtual access to appropriate, high quality resources and services during and after the school day.
• Participating in curriculum development and strategic design of learning activities
• Facilitating professional development for the learning community.
TITLE COMMITTEE Alabama Library Media Recommendations
Title 1, Part A – General Recommendations
• Reinforce that school librarians are eligible and ensure that they are funded for professional development training opportunities at the State Educational and Local Educational level.
• Ensure that funding is allocated necessary for the instructional services of an effective school library program. (AASL definition of an effective library media program)
Title II, Part B: Subpart 2 – General Recommendations
• Ensure that school librarians are represented on the State Literacy Leadership team AND the State Technology Leadership Team in order to ensure that a COMPREHENSIVE literacy instruction plan is created considering multiple literacies.
• Ensure that librarians have knowledge of and access to appropriate assessment tools for measuring multiple literacy skills in order to assure student mastery of benchmarks.**
** Benchmarks for library media are currently being developed to measure multiple literacy components in the framework of the AASL library media standards which are available on the ALSDE website.
Title II, Part B: Section 2226 – General Recommendations
• Ensure appropriate funding for resources in multiple formats to meet the diverse literacy development needs of all students.
• Ensure that additional funds are budgeted for school libraries in areas that serve high-need students to offset neighborhood poverty.
Title IV, Part A -
• Ensure that school libraries and certified school librarians are included in the ALSDE allocations of funds targeted at educational technology integration.
• Certified school librarians have the educational foundation and professional knowledge to successfully integrate technology into instruction with purpose and meaning. They support both the content and the technology.
Title I, Part A: Subpart 1 — Improving Basic Operated by SEA and LEAs
• Adopt the American Library Association’s (ALA) position statement regarding an effective school library media program.
• SEA/LEA plans should include developing effective school library media programs to provide students with equitable opportunities to develop digital literacy skills and improve academic achievement.
Title II , Part A: Section 2101 — Formula Grants to States-Supporting Effective Instruction
• Explicitly include school librarians and libraries in authorization for use of funds to support instructional services provided by effective library media programs.
Title II, Part B: Subpart 1 – Innovative Approaches to Literacy
• To benefit communities that meet the low-income criteria, school library programs should be authorized and encouraged to participate in the grant process for developing and enhancing effective school library programs.
• Items for inclusion should include professional development for the library staff — both librarians and paraprofessionals — specific to library and technology integration in addition to up-to-date instructional materials and resources in both print and digital form.
Title II, Part B: Subpart 2 – Literacy Education for All
• School librarians are included in ESSA as specialized instructional support. School librarians should be included in professional development opportunities designed to improve student academic achievement in reading and writing.
• Include time for teacher and specialized instructional support staff (including school librarians) to meet and plan comprehensive literacy instruction.
Title IV, Part A: Subpart 1 – Student Support and Academic Enrichment Grants
• The ALSDE is authorized to inventory and address the technology needs and readiness in school libraries to ensure equitable school Internet and electronic resource access for ALL Alabama students.
• Ensure and provide for development of the technology skills of librarians, paraprofessionals, teachers and media personnel so they may effectively integrate technology and improve instruction and student achievement.
Title IV, Part A — 21st Century Schools — Activities to Support Effective Use of Technology
• For LEAs (or consortia) receiving under $30,000: include the library media center in the needs assessment regarding the use of technology.
• Include library media centers as a recipient of funds allocated under 4015(a) in order to ensure the use of technology for improving academic growth, digital literacy and academic achievement for students identified in the needs assessment.
Title IV, Part B,-Century Community Learning Centers
• Allow ALSDE to utilize sub-grants to support expanded library media center services.
• Expanded services may include after-school hours staffing as well as the creation of additional academic, remedial, technology enrichment opportunities.
Title VIII – Definition of Specialized Instructional Support
• Explicitly acknowledge that school librarians and library media specialists are recognized in ESSA as specialized instructional support.
ACADEMIC STANDARDS - Alabama Library Media Recommendations
The call for “well rounded education” (52) refers to “courses, activities, and programming in subjects….. with the purpose of providing all students access to an enriched curriculum and educational experience.”
• School libraries provide support for ALL educational courses and activities in an equitable manner with access for ALL. Support includes diverse collections of resources, information literacy skill instruction, technology support and extension thru programming.
• Require that the current AASL National Standards for Library Media be implemented in the school setting.
• Include within an Alabama-developed library media curriculum the current 21st Century Learning Standards and to forthcoming 2017 NextGen Library Standards.
• Create benchmarks to ensure mastery of information literacy, technology, research and problem-solving skills for all students, including consideration for varying abilities.
ASSESSMENTS COMMITTEE - Alabama Library Media Recommendations
• In preparation for meaningful and balanced assessments, librarians should collaborate with classroom teachers in every department at all grade levels to ensure students master the skills in the Technology Course of Study as well as the College and Career Ready Content Area Literacy Standards.
• Librarians should be expert in and emphasize within their instruction the digital skills that students require to successfully navigate the testing interfaces of computer- based assessments.
• Create library media benchmarks by grade bands to ensure mastery of information literacy, technology, research and problem solving skills for all students, measuring appropriate proficiency and ensuring successful navigation of the digital environment.
• Require funding for the provision of equitable access to a range of resources for students with disabilities.
• Provide specialized library media resources and services for students with limited English language proficiency as well as acting as a resource for content area teachers in that regard.
ACCOUNTABILITY COMMITTEE - Alabama Library Media Recommendations
School libraries and certified librarians, identified as specialized instructional support in ESSA, help ensure that students graduate on time and are college and career ready.
• As a central part of the learning community, school librarians share responsibility for ensuring students perform at or above proficiency.
• School libraries and librarians provide critical literacy practice for all students.
• School libraries and librarians support the content area academic programs through both direct instruction and the provision of differentiated and high interest supplementary resources.
• Evaluate library media skills through grade level benchmarks to ensure mastery of information literacy, technology, research and problem solving skills for all students to measure appropriate proficiency to ensure successful navigation of the digital environment.
• School library quality data should be publicly available to the community alongside the achievement data punctuating the connection between the two.
SCHOOL IMPROVEMENT COMMITTEE - Alabama Library Media Recommendations
States and school districts must develop plans with “timely and meaningful consultation with teachers, principals and other stakeholders including specialized instructional support personnel.” School librarians are explicitly included in ESSA as specialized instructional support.
Current available library data show a connection between collection age, access and reading proficiency scores.
• Implement a library needs analysis process for schools identified for comprehensive support.
• Educate LEAs that they should reflect in their local plans how they will assist schools in developing effective library programs.
• Provide equitable access to print and digital texts as well as necessary technology tools and resources to develop Alabama students as life-long learners regardless of demographics. Library resources reflect an informed and ongoing investment.
• Targeted support for districts identified as underperforming to develop a framework for instructional collaboration, technology integration, and collection development for the library media center.
• Develop and implement a library recognition program that acknowledges growth and innovation within the framework of a library media center with resources, technology and a certified staff that encourages inquiry and personal growth.
TEACHER AND LEADER EFFECTIVENESS COMMITTEE - Alabama Library Media Recommendations
In order to address the critical need for a reading rich environment in ever-changing information formats, and as technology has become a crucial element of effective instruction, the preparation of the school librarian is of fundamental importance.
Effective school library programs provide equitable access to up-to-date digital and print collections and technology. Through instruction provided by acertified school librarian, students are taught appropriate and responsible technology use –- how to select, evaluate, and use information effectively and ethicallyandhow to use social tools responsibly and safely.
• The American Library Association of School Librarians supports the position that in addition to meeting the State of Alabama certification requirements for teachers, a school librarian must hold a master’s degree or equivalent from an ALA accredited program that combines academic and professional preparation in library and information science. The degree should be earned from an institution recognized by the appropriate bodies such as the American Library Association (ALA), the American School Library Associations Council for the Accreditation of Educator Preparation (CAEP) or the state education accrediting agency.
• Review current higher education programs for sufficient coursework to prepare librarians to operate under the definition of an effective school library.
• School librarians should receive professional development (PD) and attain PD hours specific to their professional field in each of the five roles of a school librarian: Teacher, Instructional Partner, Information Specialist, Leader and Program Administrator.
• Every school librarian is recognized as specialized instructional support and included as a critical part of the collaborative teaching team.
• Partner with the Alabama School Library Association (ASLA) to develop and provide a regional mentoring program for new school librarians, defined as in the first year of service.
• Develop and include a professional evaluation module for inclusion in the library recognition process.
• Provide funding from Title II for school librarians and paraprofessionals to attend workshops and conferences specific to library media, literacy and technology.
FUNDING INFORMATION COMMITTEE - Alabama Library Media Recommendations
PRIORITY: Reevaluate the current LEA unit allocation formula for library media staff. K-6 libraries are not eligible to earn additional units, and many operate on a fixed schedule seeing up to 1200 students a week without the assistance of an aide.
The addition of a paraprofessional aide would benefit students as the librarian could focus on information literacy instead of necessary administrative functions.
• School districts should include in their local plans how they will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.
All libraries should receive adequate funding to meet the individual and collective needs of their students.
• All libraries should be resourced and supported annually by the state budget, based on student enrollment.
• Libraries should be granted support and encouraged to include innovative ideas to develop creative learning environments to meet the individual and collective needs of their students within the library framework while maintaining equitable access for all. Title IV Part A includes a 15% cap on devices, equipment, software and digital content. A balanced collection of both print and digital should be preserved and developed to serve the needs of all students.
• Libraries should be resourced to create a 21st century learning environment which includes infrastructure, building improvements and technology.