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My name is Aurore, and I am currently a school librarian at a rural, community-focused PreK–8 school in Cornish, New Hampshire. Before transitioning into library services, I spent a decade teaching secondary French and hold a Master of Arts in Teaching in Adolescence Education.

I believe that literacy is a cornerstone of social justice, and I am passionate about inspiring students to grow with and through literature. In my work, I strive to support my students, colleagues, and the wider community in developing strong literacy skills. I am particularly drawn to inquiry-based learning and the maker movement as powerful tools for sparking curiosity, creativity, and critical thinking. As a librarian, my goal is to create a welcoming space where exploration is encouraged, stories are celebrated, and every learner can find their voice.

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aurore.grzesitza@sau100.nh.gov

a.grzesitza@icloud.com

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Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development. Candidates promote cultural competence and respect for inclusiveness. Candidates integrate the National School Library Standards considering learner development, diversity, and differences while fostering a positive learning environment. Candidates impact student learning so that all learners are prepared for college, career, and life.

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Library-focused Aurore Grz International CV

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To meet Standard 1, I designed and implemented a collaborative research unit with an 8th grade social studies class focused on understanding change through local government. In this project, I directly supported students' development as researchers by teaching essential skills such as navigating research databases, locating and evaluating print resources, citing sources correctly, and taking organized research notes. By modeling research strategies and providing individualized support, I fostered a positive and inclusive learning environment where all students could engage meaningfully with the content. This unit reflects my commitment to preparing learners with the critical literacy and inquiry skills they will need for college, career, and civic life.

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Another example of meeting Standard 1 is the development of a balanced reference collection tailored for middle school learners. In creating this collection, I made thoughtful decisions about selecting both print and digital resources, considering factors such as accessibility, learner development, and curricular needs. I prioritized cultural competence and inclusiveness by ensuring that the materials reflected diverse perspectives across all subject areas. By building a collection that supports a wide range of learners and learning styles, I am fostering a library environment that prepares students for success in academic research and lifelong learning.

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AGrzesitza Reference Resource Collection Spring 2024

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To further support Standard 1, I collaborated with a classroom teacher to design and deliver a lesson on using Kurzweil 3000, an assistive technology tool that supports diverse learning needs. Through this partnership, I helped students learn how to access text-to-speech features, annotation tools, and other supports that promote independent learning and literacy growth. This work demonstrates my commitment to creating an inclusive learning environment where every student, regardless of ability, has equitable access to information and the tools they need to succeed in school and beyond.

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Candidates in school librarian preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.

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To meet Standard 2, I created an infographic designed to teach students how to critically evaluate websites for credibility, relevance, and bias. This culturally responsive learning tool uses clear, student-friendly language and visuals to support diverse learners in developing essential digital literacy skills. By using the infographic as both an instructional aid and an assessment tool, I was able to engage students in active reflection on their information choices and ethical use of sources. This artifact demonstrates my commitment to planning instruction that is strategic, accessible, and impactful on student learning growth.

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Another example of meeting Standard 2 is my design for a collaborative lesson between an English teacher in the United States and one in the United Kingdom, where students compare how World War II influenced literature in each country. This cross-cultural learning experience encourages students to explore multiple perspectives and engage in deeper literary analysis. By planning an inquiry-based, collaborative project that is both culturally responsive and grounded in historical context, I aim to foster critical thinking, global awareness, and meaningful reflection on how major events shape storytelling across cultures. This lesson also highlights my commitment to strategic planning using integrated technology tools that connect learners across communities and enhances student growth.

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AuroreGrzesitza Final Collaborative Lesson Idea

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Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies. Candidates use their pedagogical skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a variety of strategies to foster the development of ethical digital citizens and motivated readers.

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To meet Standard 3, I conducted a diversity audit of a sample from a fiction collection, using the findings to evaluate the representation of different cultures, identities, and experiences in the library. This audit reflects my commitment to ensuring that the literature available to students reflects a wide range of voices, promoting empathy, cultural awareness, and critical thinking. By engaging in this reflective process, I actively use my knowledge of literature and digital resources to foster an inclusive environment that encourages students to explore diverse perspectives. The audit also supports my goal of guiding students to become ethical citizens by providing access to texts that promote critical discussions of diversity and social justice.

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My second artifact for Standard 3 is a paper I wrote on elevating the role of reading within the school community. In this paper, I explore strategies for fostering a school-wide culture of reading, from integrating reading into all subject areas to offering diverse literature that appeals to all students. By using my knowledge of literature and instructional technologies, I emphasize the importance of motivating readers and promoting lifelong literacy. The paper also addresses the role of the school librarian in guiding students through the critical-thinking process, supporting both their academic and personal development. This artifact demonstrates my commitment to using a variety of strategies to engage learners and help them develop into ethical digital citizens and motivated, passionate readers.

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My final artifact for Standard 3 is a professional development project where I taught my colleagues how to implement reciprocal teaching in their classrooms. This project reflects my ability to use instructional strategies to engage learners in critical thinking and inquiry, promoting deeper comprehension and collaborative learning. Through this PD session, I shared my knowledge of pedagogical practices and demonstrated how reciprocal teaching can be used to enhance students’ reading comprehension and critical thinking skills. The project highlights my commitment to fostering a community of learners, where both students and educators use a variety of strategies to develop the skills needed for lifelong learning.

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Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.

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To meet Standard 4, I developed a long-range strategic plan for a school library, which outlines clear goals and actionable steps for improving access to resources and services. This plan emphasizes equitable access to both digital and print resources, ensuring that all students, regardless of background, have the materials they need to succeed. By organizing and curating a diverse collection, I advocate for the inclusion of materials that reflect global perspectives and meet the varied needs of our learners. Additionally, I used data and feedback from the school community to inform my decisions, ensuring that this library policies and resources are responsive to the evolving needs of our students and faculty. The strategic plan demonstrates my commitment to providing ethical, accessible resources that support the broader educational goals of the school.

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My second artifact for Standard 4 is a report I wrote on how to catalog a book, focusing on the importance of accurate information, classification, and organization within the library system. This report reflects my ability to curate and manage library resources efficiently, ensuring that materials are accessible and easily discoverable by students and faculty. By demonstrating the cataloging process, I also emphasize the role of promoting equitable access to resources and fostering a user-friendly library environment. This artifact highlights my commitment to maintaining a well-organized, effective collection that meets the diverse needs of our school community while adhering to ethical practices in resource management.

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My third artifact for Standard 4 is a pathfinder I created to guide students through a specific research process. This resource was designed to help students navigate various information sources, with clear steps. By curating relevant resources and organizing them in a logical, user-friendly format, I aimed to enhance students' ability to access quality information efficiently and to help them jump-start their project. The pathfinder also reflects my commitment to developing tools that empower students to become independent researchers while ensuring they have equitable access to resources that align with their research needs and academic goals.

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Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking. Candidates participate in and lead ongoing professional learning. Candidates advocate for effective school libraries to benefit all learners. Candidates conduct themselves according to the ethical principles of the library and information profession.

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To meet Standard 5, I conducted a SWOT analysis of a hypothetical middle school library in the Upper Valley (NH). This analysis allowed me to critically assess the library’s role within the school community and develop a strategy for enhancing its impact on student learning. By identifying areas for improvement and advocating for the necessary changes, I demonstrated my leadership skills and commitment to ensuring that the library serves as an effective and equitable resource for all learners. This artifact also reflects my ongoing professional responsibility to engage in reflective practices that align with the ethical principles of the librarian profession.

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My second artifact for Standard 5 is a blog post I wrote to advocate for the role of the school librarian in a variety of areas. By sharing insights on my beliefs regarding the importance of a librarian's many commitments, I engaged in professional advocacy to raise awareness among educators and the wider community about the value of libraries and their certified librarians. This blog post reflects my commitment to leadership, ongoing learning in the library profession, and last but not least, having fun with my words!

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My third artifact for Standard 5 is a flyer I created to recruit members for a new library advisory committee. This initiative reflects my commitment to collaborative leadership and to involving a diverse group of stakeholders in shaping the library’s future. By encouraging students, staff, and community members to participate, I aimed to build a strong support network for the library and to ensure that its services and resources are responsive to the needs of all learners. This flyer represents my active engagement in advocacy, community-building, and professional responsibility, key elements of ethical leadership in the school library field.

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My final artifact for Standard 5 is an advocacy plan designed to support the formation and success of the library advisory committee. Building on the recruitment efforts from my flyer, this plan outlines clear goals, strategies, and action steps for promoting the library’s mission and expanding its role within the school community. Through this project, I demonstrate leadership by actively planning for sustained engagement and collaboration, and by advocating for the resources and support necessary to enhance library services.

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My final artifact for Standard 4 is a budget change proposal letter I wrote, advocating for additional funding to enhance library resources and services. This proposal highlights my ability to use data and evidence to assess the library's current collection, identify gaps, and propose strategic changes to better meet the diverse needs of the student body. By demonstrating the importance of investing in a well-rounded collection, I am advocating for equitable access to a range of materials that support student learning. This artifact reflects my commitment to managing library resources effectively and making data-driven decisions to ensure that the library remains a valuable resource for all members of the school community.

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8th grade curated independent reading choices

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8th grade curated independent reading choices

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My third artifact for Standard 2 is the creation of an interactive Padlet showcasing suggested independent reading choices for upper-grade students. This tool was designed to provide students with a range of reading options that cater to diverse interests and learning preferences, encouraging independent exploration and fostering a love for reading. Through this resource, I aimed to offer students the opportunity to make informed decisions about their reading while reflecting on how the texts connect to their personal experiences and academic goals.

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My final artifact for Standard 2 is a Padlet I created to showcase a diverse collection of literature across genres, cultures, and perspectives. This resource encourages students to explore books that represent a broad range of voices and experiences, helping them understand the importance of inclusivity in literature. By curating this collection, I aimed to provide culturally responsive reading options that empower students to reflect on their own identities while fostering empathy and global awareness.

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As I continue to grow as a school librarian, I am committed to deepening my understanding of learner development and diversity (Standard 1) by seeking ongoing training in culturally responsive teaching and inclusive library practices.

I plan to refine my instructional design skills (Standard 2) through further collaboration with teachers and by exploring new strategies to engage students in inquiry-based learning.

To expand my knowledge and application of content (Standard 3), I aim to stay current with emerging literature, digital tools, and instructional technologies that support critical thinking and ethical information use.

I will continue to strengthen my skills in organization and access (Standard 4) by using data to drive collection development, ensuring the library remains a dynamic, equitable resource for all learners.

I am dedicated to building my leadership, advocacy, and professional networks (Standard 5) by participating in professional organizations, advocating for the vital role of school libraries, and modeling ethical, student-centered practice.

Lifelong learning is at the heart of my work, and I am excited to continue growing in service of my students, colleagues, and community.