UNCG iLRS Portfolio Prep Statement

Every assignment you submit throughout the ILRS program will eventually contribute to your professional portfolio in your Capstone course (LIS 693).
To make this easier later, you will add a brief reflection to each assignment that:

✔ connects your work to Program Learning Outcomes (PLOs)
✔ aligns to AASL and/or ISTE standards (when required)
✔ explains what you learned
✔ articulates the impact on students/patrons
✔ previews how you will use this learning in your future practice

Add this brief reflection to every assignment to prepare for your Capstone Portfolio.

Place it on:

• Title page, or
• Comments section in Canvas, or
• A separate page
• For SLMC and DUAL Licensure students plan to include it on the bottom your working plan of study on the planning guide.

PRO TIP: Completing this statement for each assignment makes your Capstone Portfolio writing much easier.

1. Identify Program Learning Outcomes (PLOs)

• Select 1–3 PLOs addressed in the assignment. List them by number + name. Include WHY these PLOs align. (Required for General, Public Library, School Library and Dual Licensure Students)

2. Add Standards Alignment

(Required ONLY for School Library & Dual Licensure Students)

• AASL Standards (School Library)
• ISTE Standards for Coaches (Dual Licensure)
• Include WHY these standards align to the assignment

3. Describe What You Learned

• Briefly note skills, concepts, and knowledge gained. (2–3 sentences)

4. Impact on Students or Patrons

• Explain how this learning: Supports student learning, strengthens instruction, Improves access, equity, or user experience.

5. Future Application

• Describe how you will use this learning in future: Library or media center work, Instructional design, Teaching partnerships, Professional practice

✅ LibGuide Project (General MLIS or Public Library Concentration)

Program Learning Outcomes (PLOs) Addressed

• PLO 2 – Expertise in Information Sources
• PLO 4 – Instructional Design and Assessment

Why these PLOs apply:

This assignment required me to locate, evaluate, & curate authoritative resources, demonstrating my ability to identify diverse and credible information sources (PLO 2). Additionally, designing the guide required building instructional pathways & structuring content for user learning, directly aligning with effective instructional design practices (PLO 4).

What I Learned

I learned how to evaluate digital resources for authority, accessibility, and accuracy. I also strengthened my ability to organize content in a user-friendly format and apply universal design principles to create an inclusive learning tool.

Impact on Students/Patrons

This guide supports students by providing structured access to credible research sources, reducing research anxiety, and improving their ability to independently find and evaluate information.

Future Application

I plan to use this skill in future instruction sessions, building digital pathfinders and guides that scaffold students’ research skills across grade levels.

✅ LibGuide Project (General MLIS or School Library)

Program Learning Outcomes (PLOs) Addressed

• PLO 2 – Expertise in Information Sources
• PLO 4 – Instructional Design and Assessment
  
  

Why these PLOs apply:

This assignment required me to locate, evaluate, & curate authoritative resources, demonstrating my ability to identify diverse and credible information sources (PLO 2). Additionally, designing the guide required building instructional pathways & structuring content for user learning, directly aligning with effective instructional design practices (PLO 4).

Standards Alignment

• AASL Standard 1.1: The Learner and Learning
• AASL Standard 3.1: Knowledge and Application of Content

Why these standards apply:

The guide models strong inquiry practices by teaching students how to begin research, evaluate sources, and ask better questions. It also demonstrates the school librarian’s role in curating developmentally appropriate, high-quality digital resources to support learning.(AASL 1.1 & 3.1)

What I Learned

I learned how to evaluate digital resources for authority, accessibility, and accuracy. I also strengthened my ability to organize content in a user-friendly format and apply universal design principles to create an inclusive learning tool.

Impact on Students/Patrons

This guide supports students by providing structured access to credible research sources, reducing research anxiety, and improving their ability to independently find and evaluate information.

Future Application

I plan to use this skill in future instruction sessions, building digital pathfinders and guides that scaffold students’ research skills across grade levels.

✅Technology Integration Lesson Plan (Dual Licensure – AASL + ISTE)

Program Learning Outcomes (PLOs) Addressed

• PLO 3 – Technological Fluency
• PLO 5 – Leadership and Advocacy

Why these PLOs apply:

Designing a tech-enhanced lesson required fluency in determining which technologies best support learning goals (PLO 3). The advocacy component—justifying tech integration choices—aligns with developing leadership around technology use in school settings (PLO 5).

AASL + ISTE Standards Alignment (Dual Students)

• AASL Standard 1.1: The Learner and Learning
• AASL Standard 3.1: Knowledge and Application of Content
• ISTE for Coaches 4.3: Collaborator
• ISTE for Coaches 4.4: Learning Designer

Why these standards apply:

AASL standards are met because students engage in inquiry and use digital tools to curate and create new content. (AASL 1.1 & 3.1) ISTE standards are addressed as the assignment required me to design an engaging digital learning experience and collaborate with educators to integrate technology effectively.(ISTE 4.3 & 4.4)

What I Learned

I learned how to evaluate ed-tech tools for instructional value, accessibility, and alignment with learning outcomes. I also strengthened my ability to collaborate with teachers to build technology-supported lessons.

Impact on Students/Patrons

The lesson plan provides students with opportunities to create original digital content, increasing engagement, digital literacy, and problem-solving skills.

Future Application

In my future school library role, I will use these skills to co-teach lessons, support teacher professional development, and advocate for equitable access to instructional technology.

If you have questions or would like to review the process in more detail, contact:

• Tammy Gruer
  School Library Program Coordinator/Associate Chair/Clinical Associate Professor
• Email: gruert@uncg.edu