Over 20,000 librarians and supporters attended the American Library Association conference in New Orleans June 23-26. Several sessions informed teacher librarians.<\/p>\n
ALA\u2019s Research and Statistics Committee created a research agenda, which can guide IASL research efforts. The four priorities include: measuring the library\u2019s impact; strengthening the library\u2019s adaptive responses to change; supporting diversity, equity and inclusion; and evaluating strategies for staff development.<\/p>\n
In 2017 the American Association of School Librarians (AASL) created new standards, which align learner, librarian and program standards (standards.aasl.org). They have a growing number of resource to help teacher librarians implement these standards.<\/p>\n
AASL also announced their selection of the best apps and websites for teaching and learning: http:\/\/www.ala.org\/news\/member-news\/2018\/06\/alas-libraries-ready-code-release-beta-collection-2018-annual-conference<\/p>\n
YALSA developed a teen literacy toolkit (http:\/\/www.ala.org\/yalsa\/teen-literacies-toolkit), which used the \u201cfake news\u201d phenomenon as an approach to addressing multiple literacies. They discuss culturally-inclusive literacies strategies library staff can use with teens to help them make sense of their world and build a robust set of skills as they prepare to enter college or start careers.<\/p>\n
Reported by Lesley Farmer<\/p>\n","protected":false},"excerpt":{"rendered":"
Over 20,000 librarians and supporters attended the American Library Association conference in New Orleans June 23-26. Several sessions informed teacher librarians. ALA\u2019s Research and Statistics Committee created a research agenda, which can guide IASL research efforts. The four priorities include: measuring the library\u2019s impact; strengthening the library\u2019s adaptive responses to change; supporting diversity, equity and […]<\/p>\n","protected":false},"author":663,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9548],"tags":[],"class_list":["post-797","post","type-post","status-publish","format-standard","hentry","category-events"],"_links":{"self":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/797","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/users\/663"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/comments?post=797"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/797\/revisions"}],"predecessor-version":[{"id":798,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/797\/revisions\/798"}],"wp:attachment":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/media?parent=797"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/categories?post=797"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/tags?post=797"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}