Your Voice, Your Standards

In 2015–2016, AASL worked with KRC Research to conduct an evaluation and needs assessment among more than 1,300 school librarians and stakeholders to help guide the work of an editorial board in remodeling and rewriting new standards for learners and the school library profession. Research findings also informed a task force responsible for developing an implementation plan focused on increasing awareness, understanding, and commitment to the revised standards within the school library profession and stakeholder communities.

The goal of the 2018–2020 research is to gather insights from a variety of school library professionals and stakeholders around the newly deployed National School Library Standards for Learners, School Librarians, and School Libraries, using both quantitative and qualitative methods. This study will:

• Measure awareness, familiarity, and perceived value of the AASL Standards and collateral;
• Identify implementation challenges and ways to overcome challenges;
• Measure the usefulness of AASL’s implementation tools and templates, and identify areas for improvement and consistency;
• Explore whether AASL Standards reflect practice, align with the goals of stakeholders, and have increased understanding of school librarian job roles; and
• Determine impacts of AASL Standards on culture change, collaboration, and advocacy.

Current research followed a pattern similarly used in the 2015–2016 research, beginning with online surveys and leading to more in-depth focus group discussions. Results from the online surveys informed the development of further research conducted with focus groups at AASL’s National Conference in Louisville, KY, in November 2019, and through targeted virtual focus groups in the fall.

The AASL Board of Directors and AASL Standards Committee will use the finding to help inform financial and resource distribution to support those activities most needed and impactful to advance the role of the school librarian and the National School Library Standards.