1. Standards for the 21 st Century Learner ALA Annual 2008

2. Learning Standards vs. Guidelines  Learning Standards define what we expect students to be able to do as learners  Guidelines define what an exemplary school library media program looks like.

3. The Framework Standards

4. The Standards Learners use information literacy skills, resources and tools to:  Inquire, think critically, and gain knowledge.  Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.  Share knowledge and participate ethically and productively as members of our democratic society.  Pursue personal and aesthetic growth.

5. The Framework Standards Strands

6. Strands Four parts of each standard  Skills  Dispositions in Action  Responsibilities  Self-Assessment Strategies

7. Skills  Key abilities needed for understanding, learning, thinking, and mastering subjects. Multiple literacies Multiple literacies Critical thinking Critical thinking Social learning Social learning Inquiry-based Inquiry-based Content context Content context

8. Dispositions in Action  Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. CuriousCurious ResilientResilient FlexibleFlexible ImaginativeImaginative CriticalCritical ReflectiveReflective Self-evaluativeSelf-evaluative

9. Responsibilities  Common behaviors used by independent learners in researching, investigating, and problem solving. Follow ethical & legal guidelines Follow ethical & legal guidelines Respect principals of Intellectual Freedom Respect principals of Intellectual Freedom Pursue multiple perspectives & balance of viewpoints Pursue multiple perspectives & balance of viewpoints Practice safe behaviors Practice safe behaviors Contribute to the exchange of ideas Contribute to the exchange of ideas Respect ideas & experiences of others Respect ideas & experiences of others

10. Self-Assessment Strategies  Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. Processes of learning Processes of learning Products of learning Products of learning Three-directional Three-directional oSummative oFormative oPredictive

11. The Framework Standards Strands Indicators

12. Indicators  Sub-categories that describe what abilities students should demonstrate within each of the four strands of each standard.

13. Indicators Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

14. The Framework Standards Strands Indicators Benchmarks

15. Benchmarks  Abilities students should demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each indicator.

16. Benchmarks Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. Grade 5 Benchmark: Follow a process whenever pursuing new information through inquiry or research.

17. For integration of skills, dispositions, responsibilities and self-assessments through content, please look at Benchmark Grade 8 Sample

18. The Learning Indicators & Assessment Task Force has developed…  Benchmarks  Sample Tasks and Sample Performance Assessments  Levels of Proficiency  Connections to Dispositions in Action and Responsibilities  Self-Assessment Strategies: Self-Questioning Examples for Standard 1

19. Open forum at ALA Annual  Saturday, June 28  9:00am – 10:00am  Crown Plaza Resort, Cabo San Lucas A

20. Where do we go from here?  Based on the public comment and a face to face meeting: Assess what we’ve done with standard 1 and revise Assess what we’ve done with standard 1 and revise Complete standards 2,3 & 4 Complete standards 2,3 & 4 Place a second draft on the AASL website for public comment and revise as needed Place a second draft on the AASL website for public comment and revise as needed Work with an editor to produce a final document Work with an editor to produce a final document

21. Task Force Members  Katherine Lowe, Chair, Massachusetts School Library Association  Cassandra Barnett, Fayetteville High School, AR  Colet Bartow, Montana Office of Public Instruction  Fran Glick, Baltimore County Public Schools, MD  Dr. Violet H. Harada, University of Hawaii  Melissa P. Johnston, Vickery Creek Elementary, Cumming, GA  Barbara K. Stripling, New York City Department of Education

22. Standards for the 21 st Century Learner ALA | AASL Standards for the 21st-Century Learner ALA | AASL Standards for the 21st-Century Learner

23. Standard 1 : Inquire, think critically, and gain knowledge  Skill 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.  Disposition in Action 1.2.5: Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.

24.  Read the article “Food Fight” and take notes.

25. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.  Skill 2.1.1: continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.  Disposition in Action 2.2.3 : Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

26.  Examine the Ordeal by Cheques.  Using the graphic organizer, take notes for drawing conclusions from facts and inferences.

27. Question 1  From the actions represented by the cheques, what can you infer about the social, economic, legal, and personal issues that were important to this family?

28. Question 2  What conclusions can you draw about the social responsibility of this family from the inferences you have made?

29. Question 3  What questions will lead you to further information in order to draw conclusions about life in America during the first two decades o f the 20 th century?

30. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.  Skill: 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.  Disposition in Action 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

31. Standard 4: Pursue personal and aesthetic growth.  Skill 4.1.1: Read, view, and listen for pleasure and personal growth.  Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

32. Curriculum Integration  Pick one unit currently being done in your school that would be a good opportunity for integration of a skill, disposition, a responsibility, and/or a self-assessment strategy.

33. School Wide Implementation  Use graphic organizer to help you focus on what will be your first action to implement the new standards in your school.

34.  Cassandra G. Barnett Fayetteville High School Library, AR cbarnett@fayar.net Fayetteville High School Library, AR cbarnett@fayar.net cbarnett@fayar.net  Barbara K. Stripling New York City Department of Education BStripling@schools.nyc.gov BStripling@schools.nyc.gov

35. Thank you! Go forth and spread the word of the AASL National Standards for the 21 st Century Learner