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AASL Standard:	School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information seeking behavior as part of the school library media program and its services.
Evidence:	I-Search
Summary:	An I-Search is an inquiry-based research project that is designed to actively engage the student in the research process. The I-Search is based around essential questions that are developed by the student based on a need or personal interest. Through learning logs and reflections, the student gathers information that he or she will use to create a final product. The final product demonstrates the answers to the researcher's essential questions.
Reflection:	I learned a lot through the I-Search process. The most important thing about this process is that it gave me a new tool to help students become effective users of information. The I-Search is a process that can be tailored to fit almost any student and any problem. This process keeps students engaged because it focuses on their needs and interests. The citation of the many resources, through two-column notes and a learning log, will also promote efficient and ethical information seeking behavior. The I-Search process forces students to document where they get every piece of information.
Self Assessment:	If I had to do my I-Search again, I think I would have picked a more challenging topic. My I-Search was about searching for a car that was right for my family. I learned a lot, but I think if I had picked a more challenging topic I would really see how an I-Search can help you deal with handling a large amount of information from many different resources. I was very proud of my product. I created a movie about my search; it was the first time that I used Windows Moviemaker. I had a blast doing that! Now I see the difference it makes when the student is given a little more freedom in the research process.

Evidence:	Order
Summary:	This assignment called for each group to pick an objective from the PDEP. The goal was to use $2000 to compile a list of resources to purchase that would support the planning objective. Along with the order, a PowerPoint was created for the Media Committee in order to defend our choices.
Reflection:	The order enabled me to look at my objectives and decide how I could encourage reading and stimulate the interests of my students. Working with my group, we decided to focus our order on increasing the amount of Hispanic literature in our collection. We did this because there was an obvious lack of resources for the large Hispanic population at our school. We ordered more Hispanic literature in the hopes of encouraging reading and satisfying the interests of the growing Hispanic population. I was able to see how ordering books can be used as a tool to encourage reading. I was also reminded in this assignment that it was important to order a variety of resources, not just books. This project helped me learn how to meet the needs of various learners through ordering materials.
Self Assessment:	I thought we did a good job on this assignment. I wish I had made more time to examine the quality of some of the resources. For some of the books, I only looked at one good book review. I think that I should have found more information about some of the books before I placed them on our order. I know that I should choose resources carefully, but I also know that sometimes, a media specialist will not have an ideal amount of time to spend on ordering books. I liked the PowerPoint we came up with for the Media Committee; I think that was a very practical part of the assignment. I think, however, if I were to present that to a group, I would clean it up and make it look more aesthetically pleasing.