Ala. Admin. Code r. 290-3-3-.48 - Library Media (Grades P-12)
(1)
Rationale. Programs for
library media specialists develop leadership, collaboration, and technology
skills to design and manage up-to-date, comprehensive, and integrated library
media centers. The library media specialist possesses the knowledge and skills
to enable the learning community to become effective users of ideas and
information. These standards are aligned the 2018 National School Library
Standards of the American Library Association/American Association of School
Librarians (ALA/AASL), and the Alabama Course of Study: Technology
Education.
(2)
Unconditional Admission to a Library Media Program. The study of
library media begins at the Class A level. Requirements for unconditional
admission shall include:
(a) A
valid bachelor's-level or
valid master's-level professional educator certificate
in a teaching field or valid master's-level
professional educator certificate in another area of instructional support. If
an individual is unconditionally admitted to an Alabama Class A program based
on a valid bachelor's- or
valid master's-level professional educator certificate
from another state, completes a Class A program, and subsequently applies for
Alabama certification at the Class A level, then the individual must hold at
least a valid Class B Professional Educator
Certificate before applying for Class A certification.
(b) Effective July 1, 2017, two full years of
full-time, acceptable educational work experience. Effective July 1, 2019, two
full years of full-time, acceptable P-12 professional educational work
experience. See Definition (18).
(3)
Program Curriculum. In
addition to meeting Rule 290-2-2 -.46(2)(a) -(e), the program must meet the
following requirements:
(a)
Learners and
Learning Environments. Candidates in school librarian preparation
programs are effective educators who demonstrate an awareness of learners'
development. Candidates promote cultural competence and respect for
inclusiveness. Candidates integrate the National School Library
Standards considering learner development, diversity, and differences
while fostering a positive learning environment. Candidates impact student
learning so that all learners are prepared for college, career, and life.
1.
Learner Development.
Candidates demonstrate the ways learners grow within and across cognitive,
psychomotor, affective, and developmental domains. Candidates engage learners'
interests to think, create, share and grow as they design and implement
instruction that integrates the National School Library Standards.
2.
Learner Diversity. Candidates
articulate and model cultural competence and respect for inclusiveness,
supporting individual and group perspectives.
3.
Learning Differences.
Candidates cultivate the educational and personal development of all members of
a learning community, including those with diverse intellectual abilities,
learning modalities, and physical variabilities.
4.
Learning Environments.
Candidates create both physical and virtual learner-centered environments that
are engaging and equitable. The learning environments encourage positive social
interaction and the curation and creation of knowledge.
(b)
Instruction. Candidates in
school librarian preparation programs collaborate with the learning community
to strategically plan, deliver, and assess instruction. Candidates design
culturally responsive learning experiences using a variety of instructional
strategies and assessments that measure the impact on student learning.
Candidates guide learners to reflect on their learning growth and their ethical
use of information. Candidates use data and information to reflect on and
revise the effectiveness of their instruction.
1.
Planning for Instruction.
Candidates collaborate with members of the learning community to design
developmentally and culturally responsive resource-based learning experiences
that integrate inquiry, innovation, and exploration and provide equitable,
efficient, and ethical information access.
2.
Instructional Strategies.
Candidates use a variety of instructional strategies and technologies to ensure
that learners have multiple opportunities to inquire, include, collaborate,
curate, explore, and engage in their learning.
3.
Integrating Ethical Use of
Information into Instructional Practice. Candidates teach learners to
evaluate information for accuracy, bias, validity, relevance, and cultural
context. Learners demonstrate ethical use of information and technology in the
creation of new knowledge.
4.
Assessment. Candidates use multiple methods of assessment to
engage learners in their own growth. Candidates, in collaboration with
instructional partners, revise their instruction to address areas in which
learners need to develop understanding.
(c)
Literacies. Candidates in
school librarian preparation programs are knowledgeable in literature, digital
and information literacies, and current instructional technologies. Candidates
use their pedagogical skills to actively engage learners in the
critical-thinking and inquiry process. Candidates use a variety of strategies
to foster the development of ethical digital citizens and motivated readers.
1.
Reading Engagement.
Candidates demonstrate knowledge of children's and young adult literature that
addresses the diverse developmental, cultural, social, and linguistic needs of
all learners. Candidates use strategies to foster learner motivation to read
for learning, personal growth, and enjoyment.
2.
Information Literacy.
Candidates know when and why information is needed, where to find it, and how
to evaluate, use and communicate it in an ethical manner. Candidates model,
promote, and teach critical-thinking and the inquiry process by using multiple
literacies.
3.
Technology-Enabled Learning. Candidates use digital tools,
resources, and emerging technologies to design and adapt learning experiences.
Candidates engage all learners in finding, evaluating, creating, and
communicating data and information in a digital environment. Candidates
articulate, communicate, model, and teach digital citizenship.
(d)
Management.
Candidates in school librarian preparation programs model, facilitate, and
advocate for equitable access to and the ethical use of resources in a variety
of formats. Candidates demonstrate their ability to develop, curate, organize,
and manage a collection of resources to assert their commitment to the diverse
needs and interests of the global society. Candidates make effective use of
data and other forms of evidence to evaluate and inform decisions about library
policies, resources, and services. Candidates use policies, procedures, and
organizational practices to administer the library media program.
1.
Access. Candidates facilitate
and advocate for flexible, open access to library resources and services
according to the ethical codes of the profession. Candidate's design and
develop strategic solutions for addressing physical, social, virtual, economic,
geographic, and intellectual barriers to equitable access to resources and
services.
2.
Information
Resources. Candidates use evaluation criteria and selection tools to
develop, curate, organize, and manage a collection designed to meet the diverse
curricular and personal needs of the learning community. Candidates evaluate
and select information resources in a variety of formats.
3.
Evidence-Based Decision
Making. Candidates make effective use of data and information to assess
how practice and policy impact groups and individuals in their diverse learning
communities.
4.
Administration of the Library Media Program. Candidates
demonstrate understanding of the need for a collection development policy that
upholds the ideas of providing access to diverse materials and ideas within the
learning community. This policy should include criteria and procedures for
selection, reconsideration, and challenges to library materials. Candidates
demonstrate understanding of the need for local procedures for short- and
long-range planning and evaluation of the library media center program.
Candidates demonstrate understanding of library budgeting, organization, and
bibliographic principles.
(e)
Professionalism. Candidates
in school librarian preparation programs are actively engaged in leadership,
collaboration, advocacy, and professional networking. Candidates participate in
and lead ongoing professional learning. Candidates advocate for effective
school libraries to benefit all learners. Candidates conduct themselves
according to the ethical principles of the library and information profession.
1.
Professional Learning.
Candidates engage in ongoing professional learning. Candidates deliver
professional development designed to meet the diverse needs of all members of
the learning community.
2.
Leadership and Collaboration. Candidates lead and collaborate with
members of the learning community to effectively design and implement solutions
that positively impact learner growth and strengthen the role of the school
library.
3.
Advocacy.
Candidates advocate for all learners, resources, services, policies,
procedures, and school libraries through networking and collaborating with the
larger education and library community.
4.
Ethical Practice. Candidates
model and promote the ethical practices of librarianship, as expressed in the
foundational documents of the library profession including the American Library
Association Code of Ethics and the Library Bill of Rights.
(4)
Requirements for
Certification in Library Media. Readiness to serve as a library media
specialist shall include:
(a) At least a
valid Class B Professional Educator Certificate in a
teaching field, a valid Class A Professional
Leadership Certificate, or a valid Class A
Professional Educator Certificate in a teaching field or in another area of
instructional support.
(b) An
official transcript from a regionally accredited institution documenting an
earned master's degree.
(c) A
survey of special education course is required unless that course was taken for
prior level certification. [See Rule
290-3-3-.01(51)] . An individual who completed a survey of special education course prior to
the semester when the individual met requirements for unconditional admission
to a Class A program July 1, 2017, and thereafter, must take a course focused
primarily on one of the following categories: methods of accommodating
instruction to meet the needs of students with exceptionalities in inclusive
settings, multicultural education, teaching English language learners, rural
education, or urban education. A diversity course used to meet this requirement
for one level of certification may not be used to meet the requirement for a
higher level of certification.
(d)
Satisfactory completion of a State-approved program with a minimum GPA of 3.0
in all courses in the Alabama State Board of Education approved program for
library media specialists. For candidates unconditionally admitted to a Class A
library media program July 1, 2017, and thereafter, a minimum GPA of 3.25 on
all courses in the Alabama State Board of Education approved library media
program.
(e) Competence to perform
as a library media specialist in internship experiences which total at least
300 clock hours, with at least half of the time in one or more P-12 school
libraries, including elementary and secondary grades. Internships in P-12
schools must be supervised by individuals who hold a valid master's level
professional educator certificate in library media and who are employed as
librarians.
(f) Two full years of
full-time, acceptable professional educational work experience if admitted
prior to July 1, 2017.
(5)
Testing for Certification in
Library Media. Applicants for initial certification in library media
through the completion of a Class A program must meet the Praxis requirements
of the Alabama Educator Certification Assessment Program (AECAP) as a
precondition for certification.
Notes
Previous Rule.49 was renumbered.48 per certification published August 31, 2021; effective October 15, 2021.
Author: Dr. Eric G. Mackey
Statutory Authority: Code of Ala. 1975, ยงยง 16-3-16, 16-23-14.
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