1.  Presented by:  Heidi Packer  Christy Lightholder  Gem Butterfield  Summer 2010 (Course 7461)

3. “The standards identify the skills, dispositions, responsibilities, and strategies learners will need to survive and thrive in the future.” – Sara Kelly Johns, AASL President

4.  Represents current thoughts  Responding to impact of new technology  Responding to widespread curriculum changes

5.  Based on learning expectations for the 21st century learner  Focused on outcomes  Designed to provide a foundation for a strong library media program in every school  Meant to guide the profession into the future

6. What are they:  “A broad set of standards for the skills students should have,  The ethical and legal responsibilities that go with those skills,  The motivations that students have to apply those skills in context of those responsibilities,  And finally, strategies for assessing their personal information use.”

7. They are NOT:  A curriculum  A list of skills to be acquired Standards are:  Practical for the present  Flexible for the future

8. They are Learner Driven:  What we teach must focus on what students need to learn  Standards apply to all learners in all subject areas and all learning situations!

9. Some Changes  Inquiry and student based learning  Responsibility placed on student  Articulated through indicators  Enables librarian to plan instruction

10. Old vs. New 1988,1998,2007 to Present  Not meant to replace previous standards  Blend the old and the new  Not completely new  Use to continue establishing the foundation already in place

12. Skills Inquiry based process that leads to independent, engaged learning  Learner recognizes what they already know  Generates questions for investigation  Uses questions to frame investigation  Applies skills needed to determine answers, new ideas and interpretations, and appropriate decisions and conclusions  Students express new understandings, apply them to new situations, reflects on own learning

13. Skills best taught through Constructivist Approach A Successful Model for Lesson Design 1. Direct instruction of skill 2. Model and guided practice 3. Independent practice 4. Reflection and sharing

14. Skills Recommendation  There is an inherent developmental aspect to the skills: Design a curriculum plan that allows for teaching skills over time Skills must be integrated with content area curricula

15. Dispositions Function: “Students are learning to learn in preparation for a lifetime of change.” Students need a range of dispositions: to be curious, resilient, flexible, imaginative, critical, reflective, self-evaluative “A tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal”

16. More…Dispositions Can be fostered by challenging students to: 1. Consider what they are learning 2. Consider how they are learning 3. Consider why they value the learning Dispositions are developed over time by the way we structure learning experiences

17. Responsibilities  Learner actively participates in learning:  Pursues information  Understands ideas  Draws conclusions  Shares new understandings

18. Responsibilities  Must follow ethical and legal guidelines  Respect intellectual freedom  Pursue multiple perspectives and a balance of viewpoints  Practice safe behaviors  Seek opportunities  Connect learning to real-world issues and ideas

19. Intellectual Freedom “Intellectual Freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored. Intellectual freedom encompasses the freedom to hold, receive “and disseminate ideas.” - ALA

20. Responsibilities  Contribute to the exchange of ideas in a learning community  Respect the ideas and experiences of others  Use information and knowledge in service of democratic values Like dispositions, can be displayed at any point in the learning process  Not standard specific or grade level specific

21. Self-Assessment “Developing internal standards and comparing performance, behaviors, or thoughts to those standards.”

22. Self-Assessment Three Directional: 1. Look Backwards 2. Look at the Present 3. Look to the Future Can be learned through:  Direct instruction  Modeling  Scaffolding

23. Next Steps:  Reevaluate traditional models of school librarianship  Master what we expect students to demonstrate  Design instruction based on knowledge of students  Explore new ways of learning and teaching information skills in the 21st century  Use and model integration of web based technologies  Design assessments

24. Other Sets of Standards  NETS- National Educational Technology Standards from the International Society for Technology in Education (ISTE)  GPS- Georgia Performance Standards

25. Something to think about: “Libraries need to think of themselves not as offering a service, but as offering transformation.” – Omar Wasow, co-founder of BlackPlanet.com