Torchbearers and Sea Sponges Unite (Blog 1)

 

At first glance, it might appear that the American Association of School Librarian (AASL) Standards and the International Society for Technology in Education Standards similarly provide a supportive framework for all things library—the learner, the librarian, the library—but let’s dive a little deeper.  The learners are the young people in K-12 schools, the seekers of knowledge who absorb information like a sea sponge.  The librarians are back drops for the entire school in support of all types of literacies, including digital literacies and tools.  Then, there’s the library, the place, the space, the hub.  All of these are interconnected and provide that overarching support for the vision of all information seekers—that includes all young people for this piece.  These standards do not address a particular age or grade level, but they do address the benchmarks and elements for immersing young people in the total library experience.  The young people seek to ascertain knowledge, and the school librarians cultivate this knowledge in every way possible.    I would say that the AASL standards are a comprehensive, varied, systematic set of principles that can guide the torch bearer (school librarian) and the sea sponges (students) in a space (library or cybrary).  Similarly, the ISTE Standards address a core set of principles directed at encompassing the most current and up-to-date technological processes and skills for accessing the world over.   

As I compare the standards, I would say that all standards are not created equal.  Spiering (2019) argued for the AASL Standards that involve the torch bearer and the sea sponges in action in that shared space, wherever it might be.  The AASL Standards provide a backdrop for the two organisms to exist and provide extensive examples for access to information, teaching and learning opportunities, engaging critical-thinking, inquiry learning, and respecting intellectual property.  Oppositely, the ISTE standards are missing the mark with the torch bearers quite often on space and place and shows limitations where the torch bearers and the sea sponges do not work in tandem.  Spiering (2019) argued for a “more layered approach” to infuse information and technology (p. 47).  The AASL standards illustrate this melding of nuts and bolts that make the most conducive environment in standards for school library for inquiry, curating, and exploring.  Unfortunately, the ISTE standards miss the mark on this one too with an emphasis just on technology.  Also, for most of the ISTE Standards, they are often scanty and do not contain elements that flesh out concepts for implementing the standards as most of the AASL Standards do.              

Also, from Spiering’s (2019) work, I could not agree more with her argument on the significance of “engaging multiple literacies” in young people (adolescents) (p. 47).  It’s about time we speak up and stand firm that literacy extends beyond the fold of a novel or other published text.  The way young people engage in social media and their use of multimodal texts outside of school is incredibly valuable and contributes to the rich fiber of their inquiry-based learning, collaboration and engagement with others, and curating experiences.  Greene (2016) jumped into the ring with her study of black adolescent girls’ use of street literacies in a Facebook online street literature book club.  The multimodal textual experience that Spiering (2019) echoed is what the girls experienced.  They read the book PUSH by Sapphire (1996), engaged in the media imagery from the movie, participated in language and dialogue through a digital online presence in a shared space one might consider as a cybrary.  Greene’s work suggests a change in teaching and learning that incorporates relevant strategies for connecting with young people using digital literacy.  The black girls in her street literacy book club used Facebook and texting to discuss their reactions to the book and the movie based on the book.  THe girls were able to see themselves in the characters and relate to the story.     

Therefore, I envision a stronger connection between AASL and ISTE Standards living together in perfect harmony—like ebony and ivory, side by side on the piano.  The future of literacy holds no division between young people’s learning and the incorporation of digital literacy. The ISTE Standards will address young people’s engagement in various ways with specific elements that connect to their cultural selves.  The new standards will provide a framework for torch bearers to provide a space big and strong enough to support the innumerable technologies that are surfacing and coming our way.  The young people yearn for difference and we torch bearers are destined to make a difference through creative blending of strong, relevant pedagogy and contemporary digital technologies. 

 

 

Follett Corporation (2020). National School Library Standards crosswalk with ISTE Standards for Students and Educators.  https://www.follettcommunity.com/s/article/AASL-Standards-Crosswalks-for-FRL-Framework-ISTE-Standards#:~:text=Framework%20%26%20ISTE%20Standards!-,AASL%20Standards%20Crosswalks%20for%20FRL%20Framework%20%26%20ISTE%20Standards!,for%20FRL%20Framework%20%26%20ISTE%20Standards!&text=ISTE%20teamed%20up%20with%20Follett,the%20ISTE%20Standards%20for%20Educators.

  

Greene, D. T. (2016). “We need more ‘US’ in schools!!”: Centering black adolescent girls’ literacy and language practices in online school spaces. Journal of Negro Education, 85(3), 274–289.

 

Spiering, J. (2019). Engaging adolescent literacies with the standards. Journal of the American Association of School Librarians, 47(5), 44-49.