Photo: AASL, 2018
Curation for Kids
Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance (AASL, 2018).
Konya models reading by having a monthly reading competition against the students at her small Title I elementary school. The school serves students pre-K through fifth grade. The students have been trained how to access, and are encouraged to read as much as they can using the TumbleBooks e-book app and print books. The goal is for the students to earn more points than the librarian (Konya, personal communication, November 18, 2020.
To encourage independency, Konya has installed icons on the library desktops so that the students can easily access Discus, Accelerated Reader, and TumbleBooks. Guiding learners during research lessons on Discus and providing them with an opportunity for independent practice falls under the Think AASL Domain and competency of:
As part of her collaborative efforts with the teachers, Konya has mapped the curriculum and pacing guides to plan for read alouds and library lesson activities that support content standards. During the lessons, she is able to demonstrate and encourage students to discuss and reflect on the resources that support learning in the classroom.
A challenge that Konya witnesses regularly is that the students do not spend much time at home reading for leisure, nor are they allotted much time for independent reading in class.
To encourage independency, Konya has installed icons on the library desktops so that the students can easily access Discus, Accelerated Reader, and TumbleBooks. Guiding learners during research lessons on Discus and providing them with an opportunity for independent practice falls under the Think AASL Domain and competency of:
IV.A.1. Modeling the response to a need to gather and organize information (AASL, 2018).
IV.A.3. Guiding learners to make critical choices about information sources to use (AASL, 2018).
As part of her collaborative efforts with the teachers, Konya has mapped the curriculum and pacing guides to plan for read alouds and library lesson activities that support content standards. During the lessons, she is able to demonstrate and encourage students to discuss and reflect on the resources that support learning in the classroom.
IV.D.2. Engaging learners in ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
A challenge that Konya witnesses regularly is that the students do not spend much time at home reading for leisure, nor are they allotted much time for independent reading in class.
American Association of School Librarians (2018). National school library standards for learners, school librarians, and school libraries. Chicago: American Library Association.
American Association of School Librarians (2018), AASL standards framework for learners: Include. Chicago: ALA https://standards.aasl.org/wp-content/uploads/2017/11/SharedFoundations_Curate_2017.pdf
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