Click on the image to listen to the full recording of this conversation with author Elizabeth A. Burns, and pick up a copy of her newest book at alastore.ala.org/alearn.

Assessment is a word that can make even the most seasoned and confident school librarian pause. For many, it brings to mind grades, tests, and rigid measures that feel at odds with the flexible, learner-centered nature of the library.

But what if assessment in the school library isn’t about grading at all?

That’s the central idea behind Assessing Learners: Using the AASL Standards to Measure Competency and Growth, the latest publication by Elizabeth A. Burns, associate professor and Library Program Director at Old Dominion University. In a recent conversation, Burns shared how the book came to be, why assessment is often misunderstood, and how school librarians can approach it in ways that feel both natural and manageable.

A Need Rooted in the Standards

For Burns, the idea for the book began years before it was written.

“Back in 2015 to 2017, when we were revising the AASL National School Library Standards, I knew this book was needed,” she explained.

As the field moved forward with updated standards, existing resources on assessment—while valuable—were aligned to earlier frameworks. There was a clear opportunity to revisit the topic and provide guidance that connected directly to current expectations for school libraries.

“It felt like a good time to really rethink assessment in alignment with the standards we were putting out,” she said.

You’re Probably Already Assessing

One of the most persistent misconceptions Burns encounters is the belief that school librarians “don’t do assessment.”

In reality, she argues, many school librarians are already doing it and doing it well.

“What they’re really referring to is more of that standardized grading,” she said, “which is very, very different from assessment.”

Rather than assigning letter grades, assessment in the school library is about observing growth, checking for understanding, and using that information to guide instruction.

“It really is just looking at: are we seeing that progression of growth in our students?”

This shift in thinking reframes assessment as something embedded in everyday practice, not an additional task layered onto an already full plate.

Maintaining Creativity and Student-Centered Learning

For school librarians who worry that assessment might diminish the creativity or flexibility of the library space, Burns offers reassurance: it doesn’t have to.

Her book highlights practical, low-lift strategies that integrate seamlessly into instruction—many of which may already feel familiar. From informal conferencing to quick formative checks like thumbs up/thumbs down or color cards, these approaches allow librarians to gauge learners’ understanding without interrupting the flow of learning.

“There’s so many things that we can embed into our everyday practice,” she said, “that in reality are assessments but don’t feel like, ‘Now we’re going to sit down and take a test.’”

When used thoughtfully, assessment can actually strengthen relationships with learners by making their growth visible and supported.

Assessment as Advocacy

Beyond the classroom, assessment plays a critical role in advocacy, an area where school librarians are continually called to demonstrate their impact. Burns emphasizes that even informal or anecdotal data can be powerful when shared strategically.

“When you can say you know students that come to the library and have these library experiences are demonstrating growth,” it creates a really powerful message.

Assessment data can:

  • Strengthen collaboration with classroom educators
  • Identify areas where learners need additional support
  • Provide concrete evidence of the school library’s instructional role

It also helps shift perceptions of the school library from a place of passive use to a space of active learning.

“Every time we have the opportunity to tell our story it heightens awareness for all the things that a school library provides to a school and to a group of learners,” she said.

Starting Small and Building Momentum

For school librarians already feeling overwhelmed, the idea of adding assessment can seem daunting. Burns encourages a different approach: start small.

“Just thinking about one opportunity for assessment,” she advised. “Maybe it’s just to put in a couple of formative assessments into your lesson plan.”

From there, the process builds naturally.

“It’s almost like a snowball that gains momentum,” she said. Try one thing, see how helpful it is, and then add a little more, is her advice.

Rather than attempting to implement everything at once, school librarians can gradually expand their practice in ways that feel sustainable and meaningful.

Designed for Every Grade Level

One of the strengths of Assessing Learners is its flexibility. The book is not limited to a specific grade band; instead, it offers adaptable strategies that can be scaled across K–12 settings. A simple checklist, for example, might look very different in a primary classroom than in a high school research project, but the underlying concept remains the same.

“I wanted to include things that could stretch or shrink depending on the needs of the age group,” Burns explained.

This adaptability ensures that the book is relevant to a wide range of library contexts and instructional styles.

A Reflective Approach to Practice

At its core, the book is not prescriptive—it is reflective. Burns encourages readers to consider how each strategy might fit within their own unique setting, rather than applying ideas exactly as written.

“Think about how this would work in your setting,” she said. “Think about how you adapt them. Think about how this very broad explanation of an assessment can be used to tailor and align something for your library.”

This reflective stance empowers school librarians to make assessments their own, using it as a tool to better understand and support their learners.

“Assessment should work for you to give you the information and evidence that you need,” she emphasized.

A Tool for the Toolbox

Ultimately, Assessing Learners positions assessment not as an obligation, but as an opportunity: a way to make student learning visible, strengthen instruction, and advocate for the essential role of the school library.

For school librarians navigating the complexities of teaching, collaboration, and program leadership, it offers practical strategies grounded in standards and shaped by real-world experience.

As Burns put it, the goal is simple:

“Hopefully, this is one tool in their toolbox,” to ensure student success.

Ultimately, Assessing Learners is a great addition to a school librarian’s professional learning library. It serves as both a guide and a helpful tool to remind us of how we assess our learners to ensure our school libraries are effective. It helps us to align our goals with the National School Library Standards and is adaptable to any grade level. You can listen to the audio recording of the entire conversation to hear more about Burns and her newest book!

Dr. Elizabeth Burns is an associate professor and the Library Program Director for the Library and Information Studies Program in the Darden College of Education and Professional Studies at Old Dominion University, Norfolk, VA. She currently serves as the Interim Dean of the ODU University Libraries. Dr. Burns is a career educator who teaches library education courses, preparing graduate students for careers in library and information workplaces. Her research focuses on curriculum and instruction, assessment, school library pedagogy, and information literacy. She regularly publishes for AASL and has served on a variety of national committees in the school library field to include the editorial board selected write the AASL National School Library Standards for Learners, School Librarians, and School Libraries (2018), Co-editor of School Library Research (2020-2024), Chair of the AASL ESLS, and current Chair of the IFLA School Library Section.

Dr. Jessica Thompson is a lecturer at the University of West Georgia and serves as the Program Coordinator for the School Library program. She is a member of ALA, AASL, VAASL, and GLMA and has served on varied committees locally and nationally. Dr. T. (as her students call her) authored the 2021 Knowledge Quest article “Cultivating Our Self-Efficacy as School Librarians,” co-authored the 2021 School Library Research article “School Librarians’ Teacher Self-Efficacy: A Predictor of Reading Scores?,” and authored the 2015 School Library Connection article “Ladies and Fairies and Cats, Oh, My!: Innovative Library Promotion.” She is interested in all things school library-related, especially engaging students in reading activities.