AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS New England RU Ready? Planning for Implementation of...

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AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS

New England RU Ready?Planning for Implementation

of AASL’s Standards and Guidelines

Susan Ballard AASL Standards and Guidelines

Implementation Task Force

The American Association of School Librarians (AASL) has launched a national initiative to support states, school systems and individual schools in implementing the Standards for the 21st-Century Learner and the soon-to-be completed Guidelines for the School Library Media Program

This plan is entitled Learning4Life (L4L) and is available online at http://www.ala.org/aasl/learning4life.

The Implementation Plan:

• Identifies Guiding Principles and an Overarching Position/Branding Statement

• Identifies Target Audiences (internal and external)• Identifies Training Opportunities and Resources• Provides a Communication Plan • Provides a Plan for Continuous Feedback, Evaluation and

Sustainability• Provides a Plan for Endorsements and Support • Provides Supporting Documents

• One Size Does Not Fit All

• Common Vocabulary and Message

Guiding Principles

• AASL• State Affiliates• SLMS Educators-ELMSS section• District Coordinators - SPV Section• Building-level SLMS

Responsibilities

• Strategies and Activities – who, what when where and how

• Resources and Training • Communications • Evaluation

Eighteen Objectives

1. Introduce and build awareness

2. Create understanding of the standards/guidelines and commitment

3. Develop a “shared” vision

4. Sustain the vision

What are we aiming to achieve?

Implementation = Advocacy

Advocacy is a means of building awareness and support and is developed incrementally

over time

Advocacy = PlanningImplementation Planner

Target

Audience Who Barriers Where When Predispositions

What -The Message

Resources/Training Communication Evaluation

Who is the target audience (internal or external)?

• Who are they and how do you motivate them?

• How do you assure them that their agenda/needs will be assisted by what we have to offer

Target Audiences

• What do you know about them, their priorities and interests?

• What do you need to find out?

Barriers

What are the things that will get in your way?

• Money, time, physical surroundings, personal biases, fear, stereotypes, organized opposition, not knowing enough about your target group, not doing your homework or, ALL of the above?

Barriers

What are you afraid of?

• Rejection, public speaking, failure, politics, accountability, lack of support, saying the wrong thing, loss of personal time, competition, not knowing the answers, being misunderstood, being misquoted, the media or, ALL of the above?

Where is the most appropriate place for you to communicate with your target audience?

When is the most appropriate and convenienttime for your target group to hear from you?

Predispositions

• What do your audiences know or think about you?

• What would you like them to know or think about you?

What? (the message)

• Stay on Message and keep it short and simple….

• This is who we are, and this is what we do and this is why it matters.

Resources/Training

• What do you need to find out? • Whom do you know who might have the

information you need? • What research might you need to do?

Communications

• What could be used? (Brainstorm)• What will be used? – look at your strategies

and decide which tool is most appropriate• Who (is going to do it?) Who is your best

presenter? Who writes well? Who has the most credibility? Who is the best “match”? Who has media training?

How will we know if we have succeeded?

At the completion of the initiative, AASL envisions school library media programs that prepare learners to thrive in a complex information society, seek diverse perspectives, gather and use information ethically and use social tools responsibly and safely.

Evaluation

Decide how you will measure if you achievedyour objective/s

Why is it important to achieve it?

If you believe that…• Reading is a window to the world.• Inquiry provides a framework for learning.• Ethical behavior in the use of information must be taught.• Technology skills are crucial for future employment needs.• Equitable access is a key component for education.• The definition of information literacy has become more

complex as resources and technologies have changed.• The continuing expansion of information demands that all

individuals acquire the thinking skills that will enable them to learn on their own.

• Learning has a social context.

Then it follows that…

School libraries are essential to the development of learning skills.

What Can You Do Now?

How do we get from 1 to 4?

Time to Plan

Plan Review

Feedback and Sharing

learning4life@ala.org

Susan D. Ballard, Director Library Media and Technology

Londonderry NH School Districtsballard@londonderry.org