Library Media Program, Instruction, and Technology Integration
What the domain tests
This domain tests instructional design, co-teaching, technology integration, digital citizenship, equitable access, and professional learning. The focus is how the librarian improves learning through intentional collaboration and technology use.
Core rules and concepts
- Start with backward design: identify learning goals and evidence, then choose instruction and tools.
- Co-plan and co-teach with teachers. Clarify roles, standards, assessment, and student supports before the lesson.
- SAMR describes technology use: Substitution, Augmentation, Modification, Redefinition. Redefinition creates tasks that were previously inconceivable, but not every lesson needs it.
- TPACK asks whether technology, pedagogy, and content knowledge work together; a tool is not effective just because it is engaging.
- UDL and assistive technology remove barriers through multiple means of representation, action, and engagement.
- Model digital citizenship: privacy, safety, civility, copyright, and critical evaluation. Protect student data when choosing apps.
Worked example
A teacher wants students to use a collaborative slide deck for a science report. Reasoning: first check the learning goal (explaining evidence). The tool supports peer comment and revision, which modifies the task; students also need a privacy review and a rubric for feedback. The librarian co-teaches one lesson on commenting norms and assesses the revision history.
Traps that cost marks
Choosing technology for novelty; calling any online worksheet 'transformation'; ignoring privacy or accessibility; delivering one-shot training with no follow-up; assuming students are fluent digital citizens.