Multiple literacy Standards for the 21st-Century learner Anne Nechvatal Medt 7469 Dr. Snipes January 30, 2017

Introduction to AASl standards The American Association of School Librarians (AASL) “AASL's learning standards offer a vision for teaching and learning to both guide and beckon the school library profession as education leaders. The learning standards shape the library program and serve as a tool for school librarians to use to shape the learning of students in the school”. http://www.ala.org/aasl/standards

School Librarians can shape 21st-century learning opportunities by: Incorporating the AASL standards into their lesson plans. Aligning these standards with the International Society for Technology in Education (ISTE) standards and Georgia Standards of Excellence (GSE) . Carefully selecting activities that offer real world learning opportunities. Providing an environment for learning that is safe and stimulating.

The purpose for providing standards aligned lessons To build independent life-long learners who can select, evaluate, and use information appropriately To prepare students for the work force To help students become informed global citizens To collaborate with others and share information in an ethical manner

Aasl Standard one - Inquire, think critically, and gain knowledge 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. ISTE 3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. ELAGSEL9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Instructional Activity – Access a databases such as Gale’s Opposing Viewpoints or Global Issue in Context and choose a topic to research.

Aasl Standard two - Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 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. ISTE 3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. ELAGSEL9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Instructional Activity – Research your topic from a variety of sources in different formats, including print, e-books, databases, websites, video, etc…then synthesize the information you collect to support your position.

AASL standard three - Share knowledge and participate ethically and productively as members of our democratic society. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. ISTE 6d Students publish or present content that customizes the message and medium for their intended audiences. ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Instructional Activity – Present your position (findings) using a web 2.0 tool, such as Animoto, Prezi, or Sway.

AASL standard four - Pursue personal and aesthetic growth. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. ISTE 1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. ELAGSEL9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. Instructional Activity – Write a reflection one page or less to share on a blog or social media site.

Conclusion Properly aligned learning activities created by knowledgeable school librarians should be taught to promote the multiple literacies required for 21st- Century learners. Students who develop these skills can make connections to the world around them and are better prepared to be effective members of a global society.

References Achterman, D. (2010). Literacy leadership and the school library. In S. Coatney (Ed.), The many faces of school library leadership (pp. 66-84). Santa Barbara, CA: Libraries Unlimited. American Library Association. (2007). Standards for the 21st-century learner. Retrieved from http://www.ala.org/aasl/standards/learning Georgia Department of Education. (2015). Big book standards ELA and literacy standards. Retrieved from https://www.georgiastandards.org/Georgia- Standards/Pages/ELA-9-12.aspx Howard, J. K. (2010). The teacher-librarian as a curriculum leader. In S. Coatney (Ed.), The many faces of school library leadership (pp. 85-100). Santa Barbara, CA: Libraries Unlimited. International Society for Technology in Education. (2016). ISTE standards for students. Retrieved from https://www.iste.org/standards/standards/for-students-2016