- College of Education & Professional Studies
- Educational Foundations
- Library Media
The 1902 licensure as a library media specialist in Wisconsin requires that an applicant holds or is eligible to hold a teaching license in an area other than school library media service and completes an approved program of study to receive institutional endorsement. As part of this initial teaching license, the applicant has met the competencies outlined in the Wisconsin Teacher Standards and the core values of communications skills, human relations and professional dispositions, content knowledge in their teaching area, pedagogical knowledge, and teaching practice (PI34).
The library media preparation program at the University of Wisconsin-Whitewater builds on these standards but focuses mainly on the content competencies defined by Wisconsin DPI for library media specialists and prepares school library media specialists who work to "ensure that students and staff are effective users of ideas and information; students are empowered to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information" (AASL. Empowering Learners, 2009). Such individuals are prepared to:
- provide intellectual and physical access to materials in all formats;
- provide instruction that stimulates interest in reading, viewing, and using information and idea and addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy;
- collaborate with other educators to design learning strategies to meet the need of individual students and encourage them to be independent lifelong users and producers of ideas and information.
In 2001-2002, funded by the University of Wisconsin-System, five institutions formed the University of Wisconsin System School Library Education Consortium (UWSSLEC), a collaboration of UW-Whitewater, UW-Eau Claire, UW-Oshkosh, UW-Superior, and UW-Madison library media faculty and K-12 advisors. The UWSSLEC group reviewed and evaluated standards and competencies from the state, other states, AASL / ALA (approved by NCATE), ISTE. and the National Board of Professional Teaching Standards. The group decided on competencies (902 with stipulations, 902 ) and grouped them into courses through consensus. All courses in the UW-Whitewater program have been designed based on the competencies and performances identified through UWSSLEC. These are used by both Whitewater's on-campus program and the distance education consortium program. In 2010 the competencies and courses for 1901 license were reviewed and revised followed by a revision of the 1902 licensure competencies and courses over the next few years. In late 2017, the competencies were reviewed again for alignment with the new state content guidelines and the AASL National Standards. This change will be reflected after the new licensure program is approved, most likely in lagte 2018.
To demonstrate proficiency in the standards at each benchmark, each student will be required to create and maintain a professional portfolio demonstrating progress on the competencies. Students will be provided with a framework for organizing the portfolio. They will also be provided with a grid for connecting the AASL standards and DPI standards with program competencies and rubrics for evaluation of the competencies.
As background, the following standards were aligned to the program's competencies.
To describe the competencies needed by a school library media specialist, the 2010 ALA/AASL Standards for Initial Programs of School Librarians were approved by NCATE in the 2010. Based on Empowering Learners and the knowledge base on school library media programs, there are four standards:
- Teaching and learning
- Knowledge of learners and learning
- Effective and knowledgeable teacher
- Instructional partner
- Integration of 21st century skills and learning standards
- Literacy and reading
- Reading promotion
- Respect for diversity
- Literacy strategies
- Information and knowledge
- Efficient and ethical information-seeking behavior
- Access to information
- Information technology
- Research and knowledge creation
- Advocacy and leadership
- Networking with the library community
- Professional development
- Program management and administration
- Professional ethics
- Personnel, funding, facilities
- Strategic planning and assessment
Wisconsin DPI Standards for Library Media Specialists (PI34)
The State of Wisconsin in its new PI34 teacher licensure requirements has also described the content standards for 902 licensure as a library media specialist. These standards are in seven areas.
- Professionalism (standards 2, 3, 5)
- Demonstrate an understanding of the role of libraries in a democratic society and the interrelationships of all types of libraries and information agencies, including cooperation and networking among libraries.
- Demonstrate an understanding of the role of the school library media program within the school environment.
- Demonstrate an awareness of appropriate local, state, regional, and national professional associations and publications.
- Communications (standard 5)
- Maintain a positive teaching and learning climate in the library media center.
- Practice effective interpersonal relationships within the school and its community.
- Communicate regularly and purposefully about the role and services of the school library media program.
- Demonstrate skills necessary for collaborative planning of curriculum and lessons with teachers, i.e., the ability to demonstrate an understanding of curriculum objectives, to listen effectively, to use probing and clarifying questions, and to negotiate responsibility for activities.
- Access (standard 6)
- Identify student and staff information needs.
- Apply strategies for organizing, disseminating and promoting flexible access to materials that best meet staff and student information needs.
- Develop and monitor selection policies that include reevaluation and review procedures that ensure unrestricted access to information and ideas
- Recognize the existence and use of multiple information environments.
- Develop and monitor policies that ensure equitable access to all types of resources and technologies within the school environment and beyond.
- Comply with the copyright law and guidelines, and advocate compliance.
- Encourage Intellectual Freedom, free inquiry and access to information.
- Develop and monitor policies that ensure privacy and confidentiality of library/media users.
- Building and Maintaining Collections (standard 7)
- Develop, implement and revise collection management policies and procedures that emply appropriate criteria for evaluating resources and technology, reflect the school's philosophy, goals and objectives, and involve teachers in selecting resources for the library media program
- Identify and apply criteria appropriate for evaluating resources and accompanying technology in all formats and at all grade levels to ensure a collection of resources that are appropriate to students' abilities, ointerests, and needs; reflect the cultural diversity and pluralistic nature of American society, support teaching and learning in all reas of the curriculum; support a variety of instructional strategies and learning styles; and support and encourage spontaneous, creative inquiry by individual students.
- Implement recognized standardized procedures for classifying, cataloging, and processing resources.
- Maintain appropriate electronic systems for collection management and user access.
- Technology (standard 8)
- Select, apply, and use the appropriate software, hardware, and communications technologies to promote effective teaching and learning.
- Produce media in graphic, multimedia and electronic formats in support of the library media and instructional programs.
- Provide instruction to students and staff in the effective use and production of Technology and information resources in multiple formats, both local and remote.
- Administration (standard 9)
- Apply sound management principles to the administration of the library media program.
- Interpret and implement state laws and regulations and school district policies and procedures for the management of an effective school library media program.
- Develop short and long range plans for the school library media program with faculty, administrators, and other library media professionals.
- Prepare, justify, and administer the school library media program budget based on instructional program needs and state regulations and policies and funding program requirements.
- Participate in planning, arranging, and using school library media program facilities to support the instructional program.
- Assign, instruct, and direct support staff, volunteers, and student assistants. Participate in the evaluation of support staff.
- Assess the effectiveness of the library media program in meeting instructional objectives.
- Instructional Leadership (standards 1 and 10)
- Demonstrate knowledge of the Wisconsin Model Academic Standards for Information and Technology Literacy
- Participate in the curriculum development process at the building level.
- Collaboratively plan with other faculty to provide instructional activities, opportunities and resources that respond to students' learning styles.
- Collaborate with teachers and instructional technology staff to assure that information and technology literacy is integrated into the curriculum.
- Plan for development of students' reading, listening, viewing and critical thinking skills.
- Plan for the development of students' information and technology skills.
- Motivate and guide elementary and secondary students in appreciating literature.
- Demonstrate knowledge of children's and young adult literature, including multicultural literature, as well as related media.
- Collaborate with teachers and instructional technology staff to plan and design instruction and to identify and gather appropriate instructional resources.
- Monitor, assess, and employ existing and emerging technologies for possible applications to the instructional program.
- Articulate clearly the role of the library media program in the educational program.
Wisconsin Teacher Standards
The library media license also builds on the Wisconsin Teacher Standards achieved in the initial teaching license of each candidate. The main focus in on standard one dealing with content in the subject area, but some courses build on other standards.
|Courses incorporating this standard in their competencies
||Wisconsin Teacher Standard
||(1) The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
||(2) The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
||(3) The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
||(4) The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children's development of critical thinking, problem solving, and performance skills.
||(5) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
||(6) The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
||(7) The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
||(8) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
||(9) The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
|LIBMEDIA 440/640LIBMEDIA 454/654LIBMEDIA 350/550
||(10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.