Emily Johnson

Teacher Librarian
emily.johnson314@gmail.com | +1(801)895-4787 | www.about.me/emilyjohnson314

Education and License

University of Michigan | Masters of Science in Information 2012
School Library Media specialization

Southern Utah University | Bachelor of Science 2009

Social Science Composite major with Secondary Education teacher preparation

Level 1 Professional Educator License | State of Utah Exp. June 2018

Library Media (K-12), Social Sciences (6-12)

Teaching Experience
Librarian and Instructional Technology Integration Coach 2014 - Present
Nanjing International School | Nanjing, Peoples Republic of China
As librarian
Work with the PYP Early Years (Pre-K to Grade 1) and MYP (Grades 6-10)
Regularly attend planning meetings, collaborating with teachers to identify areas of need and create
and deliver timely lessons centered on student learning
Set up a regular schedule in the library for MYP student book talks and selection, created online
pathfinders for special topics, and taught one-off lessons on an as-needed basis
Developed a reading group for MYP/DP students to help identify reading habits and interests
Helped to organize and host the ACAMIS Kids Read competition, in January 2015 and to be held in
January 2016.
As tech integrator
Work primarily with MYP and DP students and staff
Offered regular professional development for the school community, especially during implementation of
Microsoft 365 collaboration tools
Used Common Sense Media tools to develop and implement a digital literacy class for grades 7-9
As the bridge between tech integration and library:
Part of the MYP Personal Project mentorship team
Taught one section of Grade 9 MYP Humanities
Worked with teachers to develop lesson plans, expand understanding, and more effectively integrate
technology and information literacy skills
Facilitated the development of the Technology and Information Literacy Team (TILT), along with the IT
director, PYP tech integrator, and Head Librarian
With TILT team, created a vision for technology at NIS, established a scope and sequence for
technology and information literacy skills, and sought to better integrate technology throughout the
school.
Head Librarian and ICT Department Chair 2012 - 2014
Pledge Harbor School and Sports Academy | Maona, Gazipur, Bangladesh
As the founding head librarian:
Developed and implemented all library systems, including: codifying library policies and procedures,
implementing and maintaining Follett Destiny circulation system, training and supervising two library
assistants, developed a library website, and organized the physical space in the library
Selected, purchased, processed, catalogued, and circulated all new library items
Performed readers advisory and addressed reference questions while staffing the library
Collaborated with faculty to teach information literacy and digital skills to various classes
As ICT department chair:
Taught ICT to students in grades 6-10, using the IGCSE curriculum
Led the implementation of Google Apps for Education throughout the school community, including
documentation of the program, instructing students and staff, providing professional development
training, and maintaining the database of users and programs

Professional Development
Teaching ESL Students in mainstream classrooms June 2015
Govt. of South Australia
Teacher development course completed by a certified instructor through Nanjing International School

Inquiry and the librarian across the three programmes October 2014
International Baccalaureate
Held at IBAP Continuum Cat 3 Workshops, Phuket, Thailand. Organized by the IB Global Centre, Singapore.

American Library Association January 2011 - Present

Member of American Association of School Librarians and International Libraries roundtable. Attended annual
conferences in 2011, 2012, and 2014; planning to attend in 2016

International Association of School Librarians September 2013 - Present

Publications
Know What to Ask For: Forming Great Research Questions
Ann Arbor, MI: Cherry Lake Publishing, 2013
Co-author, with Kristen Fontichiaro, of a non-fiction book directed towards 3rd-5th grade students. Describes
the initial research process, questioning, and utilizing basic research tools online.

Navigating the Information Tsunami: Engaging Research Projects That Meet the Common Core
State Standards
Ann Arbor, MI: Cherry Lake Publishing, 2013
Co-wrote, with Jan Dohner, chapter titled How do we create a persuasive argument that impacts our
community?, which outlines a lesson plan for a fifth-grade classroom implementing Common Core Standards
and utilizing research tools available within a school library setting.

Teaching and Learning Philosophy

As a librarian and an educator, I believe my most important job is to provide a safe, flexible, and comfortable
space where students can be active creators of knowledge and ideas.
I embrace a constructivist approach to learning, where I am a facilitator, providing opportunities for students to
experience and acquire knowledge. Hands-on lessons, dialogue with peers and mentors, inquiry, diverse
instructional approaches, and continual feedback and reflection all help to nurture a more authentic learning
experience.
I strive to create a space for intellectual freedom. Anyone who uses the school library must be able to explore,
experience, and try new things without fear of embarrassment, judgment, censorship, or reprisal. The physical
space must allow for flexibility of learning styles, whether its small or large groups, private study, or active
learning.
I endeavor to cultivate a collection that is appropriate for the information needs of the school community. This
means reaching out to professional learning networks to find new resources, continually weeding outdated or
unused material, and working with faculty to identify strengths and weaknesses of the collection.
Technology provides a lot of the tools at my disposal, I am continually investigating and evaluating new tools
to increase student learning and involvement. However, I also know that balance is key, and students learn
best when they have a variety of tools available for their differentiated learning styles.
I believe that student learning should be the driving force behind how the library is organized and utilized. I
collaborate with faculty and help teach the information literacy skills necessary so that students and teachers
learn to identify their own information needs. A well-designed, easily searchable, online catalog and resource
guides are essential for helping users find what they need, when they need it.
Above all, I believe that learning is a lifelong process, which means that I am constantly setting goals for
myself, trying new things, creating connections with peers, taking risks, making mistakes, and learning
something from each experience.