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AASL Standard:	School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student's interests, passions, and needs which drive their learning.

Evidence:	Collaborative Unit
Summary:	This assignment was to create two curriculum units together with a classroom teacher. Use the Collaborative planning organizer/template posted on the web site. We kept a journal of the planning process which included a detailed draft of the units with unit goals, learning objectives, teaching pedagogies, information and technology literacies, classroom teacher instructional responsibilities, media specialist responsibilities, student responsibilities, resources needed, student assessment instruments, and unit evaluation instruments.
Reflection:	In this assignment I worked collaboratively with a teacher in my school to create two unites that incorporate information literacy. The teacher and I decided to plan lessons on plagiarism and selecting accurate information sources because those are big problems at the high school level. I was able to suggest strategies that focused on information literacy, and the teacher used those to fit the curriculum. I was surprised at first how easily information literacy naturally fit in with her instructional objectives.
Self Assessment:	I wish I could have spent more time getting together more resources to use in the lesson about selecting information sources, but I think the ones I had were adequate. I wish I had more time to collaborate with my teacher, but she was very busy (which is understandable).

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 I-Search is a great tool that I can use to help teachers design instruction that will keep students involved.
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.