Standards for the 21 st Century Learner SLMS Leadership Retreat August 3-4, 2008

Gail Dickinson Barbara Stripling

Learning Standards vs. Guidelines  Learning Standards define what we expect students to be able to do as learners

Learning Standards vs. Guidelines  Guidelines define what an exemplary school library media program looks like.

History of Standards  1986 – Information Power Information Literacy Standards for Student Learning 9 Standards 9 Standards Focus on information literacy skills Focus on information literacy skills Embedded in national guidelines Embedded in national guidelines (Chapter 2)(Chapter 2) No assessments, little emphasis on reading or other teaching efforts No assessments, little emphasis on reading or other teaching efforts

Get Ready!

Foundation of Beliefs

Common Beliefs  Reading is a window to the world.  Inquiry provides a framework for learning.  Ethical behavior in the use of information must be taught.  Technology skills are crucial for future employment needs.  Equitable access is a key component for education.  The definition of information literacy has become more complex as resources and technologies have changed.  The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.  Learning has a social context.  School libraries are essential to the development of learning skills.

Start by Thinking  Who can we Dance with? Building level Building level District level District level State level State level National Level National Level

Reading Inquiry Information Ethics Technology Equity and Access Child development Thinking skills

Reading Inquiry Information Ethics Technology Equity and Access Child development Thinking skills

The Framework Standards

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.

The Framework Standards Strands

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

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

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

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

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

The Framework Standards Strands Indicators

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

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.

The Framework Standards Strands Indicators Benchmarks

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

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.

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

The Standards Learners use information literacy skills, resources and tools to: 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth.

Get Set!

Lesson: Standards 3 & 4 Possible Units:  Elementary unit on immigration  Elementary through high school unit on theme of belonging and personal and cultural identity  Book discussion group for elementary through high school Decision: Book discussion group to introduce concepts of personal and cultural identity

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.

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

Contribution to Group Discussion  What is the main idea that I contributed to the group discussion?  What two ideas from others caused me to rethink my own ideas?  How did I help the group reach consensus?  What did I do to make sure that the group discussion included and respected all members?

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.

Development of Lesson  Use the Lesson Plan Template to design a lesson to teach a skill within your unit.  You may also decide to include a disposition, responsibility, or self-assessment strategy. (You may copy the template onto chart paper.)

Gallery Walk

Action!

Presenting the Standards to Others Constituencies  Principal  Teachers  Students  Parents  Librarians  District/BOCES  School Board  Legislators  Professional Assns NeedsStrategies

Top Ten Strategies

Developing An Action Plan  Use Action Plan Grid to help you focus on what will be your first three actions to implement the new standards in your school or other work situation.

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