AASL National Standards – Advocacy in Action AASL National Standards – Advocacy in Action NYSLMS Educational Leadership Conference May 1, 2010 Cassandra Barnett

Why do we need these standards?  Explosion of Literacies  Students Mastery of Multiple Literacies  Complex Societal Communications Structure

So What Are They?  Covers what we do  Reflects the future  Focuses on a global approach  Provides guiding principles for teaching & learning  Strives for the ideal

The Components Beliefs Standards Strands Indicators

Nine Beliefs Activity  Directions: Identify partners that give evidence they share our common beliefs.  Caution: This is not what could or should be; but, what is actually happening now.  Example: A science department head shares the common belief that reading is a window to the world, because she's passionate about reading and assigns parallel reading every quarter.

The Element Ladder Standards - 4 Strands – Skills, Dispositions, Responsibilities & Self-Assessments Indicators - Sub-categories that describe what abilities students should demonstrate within each of the four strands. students should demonstrate within each of the four strands. Benchmarks - Abilities students should demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each indicator.

The Standards AASL: Learners use information literacy skills, resources and tools to: AASL: Learners use information literacy skills, resources and tools to: New York: Digital learners use skills, resources and tools to:

The Standards Standard 1  AASL: Inquire, think critically, and gain knowledge.  New York: Inquire, think critically, and gain knowledge

The Standards Standard 2  AASL: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.  New York: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

The Standards Standard 3  AASL: Share knowledge and participate ethically and productively as members of our democratic society.  New York: Share knowledge and participate ethically and productively.

The Standards Standard 4  AASL: Pursue personal and aesthetic growth.  New York: Develop an appreciation for ideas and information in pursuit of personal growth.

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

Teaching a Standard  Participate and collaborate as members of a social and intellectual network of learners. (skill)  Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. (disposition)  Participate in the social exchange of ideas, both electronically and in person. (responsibility)

Grandfather’s Journey by Allen Say  Responses to Reading  Contribution to group discussion self-assessment questions What is the main idea that I contributed to the 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? What two ideas from others caused me to rethink my own ideas? How did I help the group reach consensus? How did I help the group reach consensus? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions?

Standards Comparison Handout  How can this comparison chart be used?

Implementation  Understand Beliefs  Standards Components  Wipe the Slate Clean  Integrate the curriculum through collaboration  Re-think Instruction  Assess

Planning for Implementation  Planning for School-wide Implementation  Sharing  Lesson Planning Template  Questions

Works Cited  Say, Allen. Grandfather's Journey. Boston: Houghton Mifflin, Print.  Standards for the 21st-Century Learner. Chicago: American Association of School Librarians, Print.  Standards for the 21st-Century Learner in Action. Chicago: American Association of School Librarians, Print.

Contact Information Cassandra Barnett Fayetteville High School Library