Section 27.440 Library Information Specialist

Section 27.440  Library Information Specialist

By October 1, 2024, all candidates for a Library Information

Specialist endorsement will be required to complete a program aligned to the

American Library Association/American Association of School Librarians, School

Librarian Preparation Standards (2019), published by the American Library

Association,  50 E. Huron St., Chicago IL 60611, and available at

https://www.ala.org/aasl/about/ed/caep/programs. (No later amendments to or

editions of these guidelines are incorporated.)  The standards effective until September

30, 2024 are as follows:

a)         Information Access and Delivery – The library information

specialist provides equitable intellectual and physical access to information

and ideas in support of the curriculum for a diverse community of learners.

1)         Knowledge Indicators – The competent library information

specialist:

A)        knows current and developmentally appropriate resources and the

strategies for guiding the intellectual access to information.

B)        recognizes the principles of flexible and equitable physical

access to information and resources at time and point of need.

C)        understands centralized systems for bibliographic control,

materials, equipment circulation, and information distribution.

D)        recognizes the need for policies and procedures and knows

strategies for developing and evaluating the collection of materials and

equipment needed to support a curriculum that meets the diverse learning needs

of students and teachers.

E)        is committed to intellectual freedom and recognizes legal

guidelines and professional ethics in regard to information access and use.

F)         recognizes the importance of a positive learning climate in

creating appropriate and attractive environments.

2)         Performance Indicators – The competent library information

specialist:

A)        anticipates and responds effectively to requests for assistance

in using ideas and information

gnizes legal

guidelines and professional ethics in regard to information access and use.

F)         recognizes the importance of a positive learning climate in

creating appropriate and attractive environments.

2)         Performance Indicators – The competent library information

specialist:

A)        anticipates and responds effectively to requests for assistance

in using ideas and information.

B)        works cooperatively with the technology coordinator and other

educators to provide flexible access to resources, spaces, and technology

systems to individuals and groups at time of need, within or outside of regular

classroom hours, as appropriate.

C)        catalogs, classifies, and arranges information resources in

various forms and media according to recognized standards.

D)        maintains centralized systems for bibliographic control of

materials, equipment, and electronic information distribution systems,

including computer networks and distance learning facilities.

E)        ensures that policies on information use and distribution are

reviewed and approved by appropriate governing bodies.

F)         creates and maintains inviting, attractive physical spaces

that encourage a positive learning climate.

b)         Information Access and Delivery – The library information

specialist plans and implements the access to and delivery of a full range of

information resources and services through the library media program.

1)         Knowledge Indicators – The competent library information

specialist:

A)        teaches and directs students' and staff's use of information

resources available within the library resource area, including print,

non-print, electronic retrieval storage systems, the Internet, on-line

databases, and access to the local and regional library collection holdings for

possible inter-library loan requests

wledge Indicators – The competent library information

specialist:

A)        teaches and directs students' and staff's use of information

resources available within the library resource area, including print,

non-print, electronic retrieval storage systems, the Internet, on-line

databases, and access to the local and regional library collection holdings for

possible inter-library loan requests.

B)        uses and implements distance learning delivery systems

including computer, audio and video conferencing, cable TV, and satellite

communications to instruct and inform.

2)         Performance Indicators – The competent library information

specialist:

A)        provides equitable access to multiple media resources with

current and appropriate equipment for all students, staff, and the community

through extended library hours before and after school.

B)        implements courses and content for students using distance

learning technologies as available.

c)         Teaching and Learning – The library information specialist

demonstrates knowledge and mastery of information literacy standards for

student learning by creating and maintaining a program for a broad learning

community.

1)         Knowledge Indicators – The competent library information

specialist:

A)        understands information literacy, efficient and effective

access to information, critical and competent evaluation of information, and

accurate and creative use of information.

B)        understands, encourages, and promotes opportunities for

independent learning and understands various learning styles.

C)        understands social and ethical behavior in regard to

information and information technology.

2)         Performance Indicators – The competent library information

specialist:

A)        teaches and demonstrates to students how to structure a search

across a variety of sources and formats to locate the best information to meet

a particular need

and understands various learning styles.

C)        understands social and ethical behavior in regard to

information and information technology.

2)         Performance Indicators – The competent library information

specialist:

A)        teaches and demonstrates to students how to structure a search

across a variety of sources and formats to locate the best information to meet

a particular need.

B)        guides the student to distinguish among facts, points of view,

and opinions.

C)        encourages and guides the student to produce and communicate

information and ideas in appropriate formats using critical thinking and

problem-solving skills.

D)        provides opportunities for students to seek information for

personal interest and self-improvement.

E)        presents information creatively in a variety of formats so that

students can learn to develop creative products in a variety of formats.

F)         provides an environment that assists students with multiple

learning styles.

G)        encourages and assists students to seek information from

diverse sources, contexts, disciplines, and cultures through equitable access

to information.

H)        teaches and encourages students to respect the principles of

intellectual freedom, to respect copyrights and intellectual property rights,

and to value the responsible use of technology.

I)         encourages collaboration with the technology specialist and

others, both in person and through the use of various technologies, to design,

develop, and evaluate information products and solutions.

d)         Teaching and Learning – The library information specialist

encourages and engages students in reading, viewing, and listening for

understanding and enjoyment. The collection and functions of the library media

program respond to various developmental levels, physical and intellectual

disabilities, special gifts and talents, diverse cultural backgrounds, and

different styles of accessing and processing information

g – The library information specialist

encourages and engages students in reading, viewing, and listening for

understanding and enjoyment. The collection and functions of the library media

program respond to various developmental levels, physical and intellectual

disabilities, special gifts and talents, diverse cultural backgrounds, and

different styles of accessing and processing information.

1)         Knowledge Indicators – The competent library information

specialist:

A)        knows methods of collaboration with the other members of the

learning community to ensure that the school library media program is able to

meet the individual learning needs of students.

B)        knows literature and methodologies to provide reading,

listening, and viewing guidance to students and others in the learning

community.

2)         Performance Indicators – The competent library information

specialist:

A)        recommends appropriate resources and activities to meet

individual learning needs.

B)        collaborates with other members of the learning community to

ensure that the school library information program is able to meet the

individual learning needs of students.

C)        models the effective and enthusiastic use of print and

non-print materials as sources of pleasure and information.

D)        facilitates students' development of information literacy

skills.

E)        provides reading, listening, and viewing guidance to students

and others in the learning community.

e)         Teaching and Learning – The library information specialist

will plan and provide instruction in the five cross-disciplinary abilities as

they apply to the Illinois Learning Standards (see 23 Ill. Adm. Code 1.Appendix

D).

1)         Knowledge Indicators – The competent library information

specialist:

A)        understands that the library media program is essential to

learning and teaching and must be fully integrated into the curriculum to

promote students' achievement of learning goals

the five cross-disciplinary abilities as

they apply to the Illinois Learning Standards (see 23 Ill. Adm. Code 1.Appendix

D).

1)         Knowledge Indicators – The competent library information

specialist:

A)        understands that the library media program is essential to

learning and teaching and must be fully integrated into the curriculum to

promote students' achievement of learning goals.

B)        models and promotes collaborative planning and curriculum

development that includes creative, effective, and collaborative teaching.

2)         Performance Indicators – The competent library information

specialist:

A)        creates and implements the library media program.

B)        contributes to the school curriculum by attending school and

district curriculum meetings.

C)        collaborates with classroom teachers in the creation of

integrated classroom assignments and projects.

D)        plans and teaches the latest research techniques and strategies

that are applicable to the content area and assignment.

E)        co-teaches and mentors along with the classroom teacher on

projects and assignments for students.

F)         serves as a reference person, teacher, and mentor who may help

students with issues relating to learning.

G)        collaborates with classroom teachers in the creation and

implementation of their content-area standards, goals, and visions.

f)         Teaching and Learning – The library information specialist is

knowledgeable about information, instruction, and production-based technologies

that enhance learning and teaching. He or she is knowledgeable about both the

access to information and the operation of the devices that deliver, produce,

and manage that information.

1)         Knowledge Indicators – The competent library information

specialist:

A)        has knowledge of selection, installation, management, and

maintenance of technologies applicable to the library information center and

the larger learning community

e is knowledgeable about both the

access to information and the operation of the devices that deliver, produce,

and manage that information.

1)         Knowledge Indicators – The competent library information

specialist:

A)        has knowledge of selection, installation, management, and

maintenance of technologies applicable to the library information center and

the larger learning community.

B)        understands how to use word processing, databases,

spreadsheets, presentation software, graphics, and production software to

support students' learning.

C)        understands the importance of appropriate planning and

purchasing to address issues of software and hardware compatibility.

D)        applies effective methods and strategies for teaching the use

of technological tools.

2)         Performance Indicators – The competent library information

specialist:

A)        communicates effectively with the technology specialist and

other educators about learning technology needs of the students who use the

library information center.

B)        collaborates with the technology specialist on issues of

software and hardware compatibility.

C)        develops facility plans to include learning technology systems

to meet students' needs in the library information center.  These include but

are not limited to video/playback production units, CD-ROM towers and servers,

electronic card catalogues, and on-line reference resources.

D)        works with student learners, assisting them with production

application questions and resource analysis, for use in word processing and

graphic presentations.

E)        collaborates with the technology specialist to plan budgets and

purchases software and hardware that meet the school curriculum needs and

support the library information center, the classroom, and individual learning

needs of students.

F)         teaches uses of computers and other technological tools and

the application of technology-based resources to support instruction

entations.

E)        collaborates with the technology specialist to plan budgets and

purchases software and hardware that meet the school curriculum needs and

support the library information center, the classroom, and individual learning

needs of students.

F)         teaches uses of computers and other technological tools and

the application of technology-based resources to support instruction.

g)         Teaching and Learning – The library information specialist

demonstrates leadership in curricular planning and assessment.

1)         Knowledge Indicator – The competent library information

specialist has knowledge of curriculum in all subject areas and levels, State

and national learning standards, and a variety of assessment strategies.

2)         Performance Indicators – The competent library information

specialist:

A)        assists teachers and other educational staff in developing

connections among subjects, standards, and strategies for learning.

B)        assists teachers in developing interdisciplinary connections

using a variety of resources and technologies.

C)        assists teachers and learners in developing appropriate

activities for assessing the effectiveness of the curriculum.

h)         Communication – The library information specialist

communicates effectively with students, faculty, staff, administrators,

parents, and the community.

1)         Knowledge Indicators – the competent library information

specialist:

A)        is aware of a variety of strategies for communicating with

various constituencies.

B)        understands the relationship between school climate and

effective teaching and learning.

C)        understands the role of the central administration and the

school board in communicating the importance of the library information program

to teaching and learning.

D)        recognizes the role that parents play in developing students'

lifelong learning skills

various constituencies.

B)        understands the relationship between school climate and

effective teaching and learning.

C)        understands the role of the central administration and the

school board in communicating the importance of the library information program

to teaching and learning.

D)        recognizes the role that parents play in developing students'

lifelong learning skills.

E)        is aware of the importance of community groups in maintaining

support for the library information program.

2)         Performance Indicators – the competent library information

specialist:

A)        uses a variety of strategies to build collaborative teams for

interdisciplinary teaching and learning.

B)        identifies examples that demonstrate the library information

program's relationship to improved student achievement.

C)        builds support for the role of the library media program in

teaching and learning through the effective use of influence strategies.

D)        regularly communicates to the central administration and the

board the involvement of the library information program in the school

curriculum.

E)        maintains a positive teaching and learning climate in the

library media center.

F)         involves parents in library information center activities,

suggests learning activities for parents and children to do together, and uses

a variety of communication devices to keep parents informed about the program.

G)        communicates with the community the relationship of library

media programs to students' achievement and lifelong learning for everyone.

H)        establishes and maintains ties with information resources and

services within the wider community.

i)          Communication – The library information specialist uses

active listening skills to assist learners in locating, evaluating, and using

information

icates with the community the relationship of library

media programs to students' achievement and lifelong learning for everyone.

H)        establishes and maintains ties with information resources and

services within the wider community.

i)          Communication – The library information specialist uses

active listening skills to assist learners in locating, evaluating, and using

information.

1)         Knowledge Indicators –  the competent library information

specialist:

A)        knows strategies for eliciting information needs from students

and other learners.

B)        is aware of developmental growth patterns of children and youth

and their influence upon reference and search processes.

2)         Performance Indicators – the competent library information

specialist:

A)        uses probing questions to clarify information needs.

B)        uses reflective listening strategies to help students develop

metacognitive skills.

C)        uses appropriate strategies to guide reference and search

processes with students and learners of all ages.

j)          Communication – The library information specialist plans

instruction collaboratively with teachers and other members of the learning

community.

1)         Knowledge Indicators – the competent library information

specialist:

A)        is aware of elements essential to collaborative work, including

time, trust, climate, and resources.

B)        knows the differences among coordination, cooperation, and

collaboration.

2)         Performance Indicators – the competent library information

specialist:

A)        establishes effective interpersonal relationships that

demonstrate an understanding of curriculum objectives, effective listening, and

negotiation of responsibility for activities.

B)        participates in collaborative planning of interdisciplinary

instruction and uses the level of involvement appropriate to the learning

activity and goal

competent library information

specialist:

A)        establishes effective interpersonal relationships that

demonstrate an understanding of curriculum objectives, effective listening, and

negotiation of responsibility for activities.

B)        participates in collaborative planning of interdisciplinary

instruction and uses the level of involvement appropriate to the learning

activity and goal.

k)         Communication  – The library information specialist serves as

an educational leader and as a catalyst for improving the learning community.

1)         Knowledge Indicators – the competent library information

specialist:

A)        understands the structure of the school learning community and

the leverage points for influence.

B)        understands the process of reforming educational systems and

structures and the needs of the individual in relation to these processes.

C)        understands the variety of motivational, coaching, and guidance

strategies necessary to assist in school reform efforts.

2)         Performance Indicators – the competent library information

specialist:

A)        uses knowledge of schools' mission, goals, and policies along

with their structure and culture to advocate for necessary change.

B)        participates as a partner and change agent in curriculum

development at the building and district levels.

C)        demonstrates leadership in evaluating the effectiveness of the

library media program in improving teaching and learning.

l)          Administration – The library information specialist plans and

efficiently administers a program that makes a significant contribution to students'

learning.  He or she leads, collaborates, and applies technology skills in

designing and managing a program that is integrated into the school's

curriculum and supports the development of effective users and communicators of

ideas and information within a lifelong, independent learning process

alist plans and

efficiently administers a program that makes a significant contribution to students'

learning.  He or she leads, collaborates, and applies technology skills in

designing and managing a program that is integrated into the school's

curriculum and supports the development of effective users and communicators of

ideas and information within a lifelong, independent learning process.

1)         Knowledge Indicators – the competent library information

specialist:

A)        provides an effective library resource program that supports

the mission, goals, and objectives of the school.

B)        establishes, maintains, and supervises the school's library

resource program and library information program support personnel.

C)        stays current with new information and trends in technologies

and dissemination strategies to effectively plan, implement, and assess the effectiveness

of the school's library information program.

2)         Performance Indicators – the competent library information

specialist:

A)        develops and implements a mission statement, goals, objectives,

policies, and procedures that reflect the mission, goals, and objectives of the

school.

B)        organizes information resources that align the library

information program and information literacy standards for students' learning

with the school's goals and integrates these standards into the curriculum.

C)        uses collaborative strategies that encourage administrators and

teachers to integrate the library information program into the school's

instructional program.

D)        reports the results of program assessment on a regular basis to

teachers, students, administrators, and other community members.

E)        participates on the school's curricular decision-making body

to the curriculum.

C)        uses collaborative strategies that encourage administrators and

teachers to integrate the library information program into the school's

instructional program.

D)        reports the results of program assessment on a regular basis to

teachers, students, administrators, and other community members.

E)        participates on the school's curricular decision-making body.

F)         analyzes instructional and technological requirements and

other features of the school to recommend appropriate staffing and training

necessary to meet the learning and information needs of the students and to

ensure the effectiveness of the program.

G)        collaborates and communicates with all staff, and particularly

the technology specialist, to identify and use the full range of learning

technologies required to meet students' informational needs.

H)        provides equitable access for staff, students, and the

community to the school library information center as needed to support the

integration of the information literacy standards for student lifelong

learning.

I)         administers a program that provides for learning experiences

utilizing technology and resources accessed from classrooms or other locations

outside of the library information center.  Assists teachers and students in

finding, evaluating, and developing these additional resources.

J)         supervises support staff and plans for and implements an

effective program that is fundamental to students' learning and is based upon

the school's instructional programs, services, facilities, size, and numbers of

students and teachers.

K)        supervises, schedules, and administers all aspects of the

operation of the school library information program.

L)        develops a budget and locates sources of funding that provide

for purchasing and upkeep of all resources required for an effective school

library information program

school's instructional programs, services, facilities, size, and numbers of

students and teachers.

K)        supervises, schedules, and administers all aspects of the

operation of the school library information program.

L)        develops a budget and locates sources of funding that provide

for purchasing and upkeep of all resources required for an effective school

library information program.

M)       plans, develops and maintains a management system for print and

non-print resources, equipment, and other learning technology resources that

are inventoried and circulated through the library information center.

N)        participates on committees charged with developing and

implementing strategic plans for the school, including school improvement

plans, technology plans, and curriculum development plans.

O)        updates personal competencies in information literacy, learning

and teaching, information access and delivery, technology utilization, and

administration and supervision.

P)         models continuous learning through activities such as

membership in district, regional, State and national organizations that support

library information programs and participation in staff development programs.

Q)        uses the results of quantitative and qualitative data analysis

to make decisions and develop plans and policies for the continuous improvement

of the school's library information program.

R)        develops

action plans in conjunction with the technology specialist to accommodate

changes in critical areas such as the utilization of new resources and

technologies.