Madison Frank - ISCI 794 - Internship Blog

       Creating an inclusive library at the high school level requires more than simply offering a wide range of books. It involves intentionally designing a space, a collection, and an instructional approach that respects students’ growing independence, identities, and need for access to diverse perspectives. Through my interview with a high school librarian, I gained a deeper understanding of how the AASL Shared Foundation Include is implemented in ways that support both student voice and equitable access in a more complex learning environment.      One of the most immediate examples of inclusion she described was the physical layout of the library. At the high school level, students use the space in a variety of ways–independent study, collaboration, and even as a safe place during the school day–so accessibility is essential. She emphasized the need for wide pathways for wheelchair access, adjustable seating, and flexible furniture arrangements th...

     The AASL Shared Foundation of Curate emphasizes the thoughtful selection, organization, and sharing of resources to support student learning, and my interview with a middle school librarian brought this domain to life in ways that felt to be very practical for both the teachers and students. What stood out most was that curation is not simply about building a collection–it is about intentionally guiding students and teachers toward the most relevant, credible, and accessible resources in a way that supports authentic learning experiences.      An example of this was her work with eighth-grade students during a career exploration unit. Rather than overwhelming students with endless search results, she introduces them to Discus and carefully narrows their focus to a select group of high-quality databases specifically for careers. This intentional preselection reflects a key aspect of Curate –making information accessible. I was particularly struck by ho...

     Engagement in the school library is often associated with keeping students interested, but my interview with an elementary school librarian revealed that true engagement is much deeper. It is about helping students connect meaningfully to content, question their assumptions, and see themselves within the learning process. Through this interview process, I came to understand that engagement is not just about what students do, but how they think, respond, and grow through those experiences.      One of the biggest takeaways from our conversation was her emphasis on building from students’ prior knowledge without ever assuming what they know. She shared an example of a simple misunderstanding about what a “basement” is, which turned into a rich discussion about different types of homes and lived experiences. This moment illustrated how engagement often begins with listening. Rather than correcting and moving on, she used the opportunity to expand understa...

     Collaboration is often described as the heart of a strong school library program, but after speaking with an experienced elementary school librarian, I began to see how deeply layered and intentional that collaboration must be to truly impact student learning. Through our conversation centered on the AASL Shared Foundation of Collaborate , it became clear that meaningful partnerships extend beyond simple coordination. They require creativity, persistence, and a willingness to adapt.      One of the most creative examples she shared was a partnership with the school’s resource officer to design a mock trial experience for students. What began as a small, engaging activity has evolved into a district-level event where students take on authentic roles as attorneys, witnesses, and researchers. In this case, students investigated whether Goldilocks was guilty of breaking and entering, using textual evidence and critical thinking to build their arguments. Th...