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ERIC Number: EJ1063979
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1094-9046
The More Things Change the More They Stay the Same
Barnett, Cassandra
Knowledge Quest, v43 n4 p30-38 Mar-Apr 2015
Over the last century, school library standards have gone through a number of iterations, and expectations for student learning have evolved. While the school library of today looks and functions differently from the school library of the early 1900s, the vision surprisingly is still very similar. The goal of today's school library is to provide access to a wide range of information in a variety of formats and to offer opportunities for students to become effective library users and to discover the love of reading. All of this should happen under the guidance of a professional school librarian working with and for teachers. What has changed over the years is how this vision is accomplished. Although expectations for student learning have evolved to meet the needs of a rapidly changing world, the vision for school libraries remains essentially the same. "Implicit within every standard and indicator is the necessity of a strong school library program that offers a highly qualified school library media specialist, equitable access to up-to date resources, dynamic instruction, and a culture that nurtures reading and learning throughout the school" (AASL 2009b). In order to get a true picture of how far expectations of school libraries and student learners has come, this article takes a look back at how the standards have evolved over the last hundred years.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Media Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A