Standards for the 21 st Century Learner

1. Standards for the 21st Century Learner Suzanne Lyons Texas L4L Coordinator

2. What is L4L? HCDE January 25, 2010

3. How Does L4L Do That? HCDE January 25, 2010 http://www.ala.org/aasl/standards http://www.alastore.ala.org/detail.aspx?ID=2601 http://www.alastore.ala.org/detail.aspx?ID=2682

4. Standards for the 21st Century Learner

5. HCDE HCDE HCDE January 25, 2010 January 25, 2010 January 25, 2010 Engage Me

6. HCDE January 25, 2010 The Key 21st Century Skill “Learning is what most adults will do for a living in the 21st century.” -S. J. Perelman (1949-1979) “We need to prepare kids for their future rather than our past.” -D. Pink ~2009

7. HCDE January 25, 2010 History DOES repeat itself…. • 1920: Standard Library Organization and Equipment for Secondary Schools • 1925: Elementary School Library Standards • 1945: School Libraries for Today and Tomorrow

8. HCDE January 25, 2010 • 1960: Standards for School Library Programs • 1969: Standards for School Media Programs • 1975: Media Programs: District and School

9. HCDE January 25, 2010 • 1988: Information Power: Guidelines for School Library Media Programs • 1998: Information Power: Building Partnerships for Learning

10. HCDE January 25, 2010 Standards for the 21st-Century Learner Download: http://www.ala.org/aasl/standards Empowering Learners: Guidelines for School Library Media Programs Purchase: http://www.alastore.ala.org/detail.aspx?ID=2682 Standards for the 21st-Century Learner in Action Purchase: http://www.alastore.ala.org/detail.aspx?ID=2601

11. Standards for the 21st Century Learner • Released in October 2007 at the AASL Conference in Reno, NV • An “evolution” of the nine Information Literacy Standards for Student Learning (ch. 2 of Information Power) • Now: Library programs address information literacy in traditional and evolving formats.

12. Oldvs. New1988, 1998, 2007 • Not meant to replace previous standards • Blend the old and the new • Use to continue establishing the foundation already in place

13. NewStandards • Represents current thoughts • Responding to the impact of new technology • Responding to widespread curriculum changes • Based on learning expectations with focus on outcomes

14. NewStandards • Designed to provide a foundation for strong library media programs • Meant to guide the profession into the future • Learner driven – applies to all learners, in all subject areas, in all learning situations

15. The Great Divide…. not • [The standards] are not a curriculum guide or a scope-and-sequence. They provide a framework for the integration of information literacy with curricula in other subjects, taught in classrooms and libraries.” (Johns 8)

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

17. Where Can We Begin? HCDE January 25, 2010 21st Century Flexible Learning Environments

18. Where Can We Begin? FROM TO HCDE January 25, 2010 Library Skills Rigid Schedules Skills taught in isolation Information, Media, Digital Literacy Flexible Schedules Skills (dispositions, responsibilities, and assessment) embedded in the context of the teaching and learning process

19. Where Can We Begin? FROM TO HCDE January 25, 2010 Pencil and notebook LP’s and cassettes Telephone Antenna mail “Encyclopedia” The Mall Laptop, Netbook, PDA CD’s, DVD’s MP3’s & downloads Cell Phone, Smart Phone Satellite, Cable, Streaming Email, IM, social networks “Search Engines” Web 2.0

20. HCDE January 25, 2010 Common Beliefs Goal – Use language to communicate with stakeholders the power and potential of the Standards How? Use keywords and vocabulary in Common Beliefs to create elevator speeches for specific audiences Why? To frame the message – reconsider SLMS role and program

21. Where Can We Begin? FROM TO Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests. Reading is a window to the world

22. Where Can We Begin? FROM TO Students use facts to write reports or Students conduct research once to find evidence to defend a thesis or answer an essential question. Inquiry provides a framework for learning. Use of a research model guides the student’s effort

23. Endingtopicalresearch! • “If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.” -J. McKenzie

24. Where Can We Begin? FROM TO Students are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism. Ethical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property .

25. Where Can We Begin? FROM TO Students need to know how to use software for word processing, spreadsheets, databases, and presentations to produce the end product of research or a class assignment. Technology skills are crucial for future employment needs—For lifelong learning students need to be literate in information and technology. They contribute to content creation through the use of technology tools.

26. Where Can We Begin? FROM TO Equitable access is a key component for education Equitable access is a key component for education

27. Where Can We Begin? FROM TO Literacy is the ability to read, write, listen and speak. Technology literacy include the basic skills to use technology. Examples: keyboarding to use word processors or assembling the parts of a computer—monitor, cpu, keyboard, mouse, perhaps attaching a printer. The definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies

28. Where Can We Begin? FROM TO Students need to acquire critical thinking and problem solving skills. So much information is easily accessible on the Internet that students need to be taught how to evaluate information found on an Internet site. The continuing expansion of information demands that all students acquire the thinking skills that will enable them to learn on their own—Students need the skills to effectively & efficiently use and critically evaluate information.

29. Where Can We Begin? FROM TO Learning is an individual matter—There is a fine line between collaboration and cheating. Group work must be monitored to be sure every student does their fair share of the work. Learning has a social context—Students learn collaboratively in face-to-face situations and through technology. Students work more frequently in teams in 21st century learning and employment.

30. Where Can We Begin? FROM TO School libraries support the school curriculum-- School libraries provide equitable access to a variety of electronic and print sources and school librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and technology skills to some students. School libraries are essential to the development of learning skills—School libraries provide equitable access to a variety of electronic and print sources and school librarians collaborate to embed information and technology literacy skills in content area learning.

31. HCDE January 25, 2010 4 Standards Learners use 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.

32. 4 Standards Learners use skills, resources, and tools to: • Share knowledge and participate ethically and productively as members of our democratic society. • Pursue personal and aesthetic growth.

33. Common Beliefs & Standards Activity Using the prompts provided, refer to the Common Beliefs and create an “elevator speech” (150 words max) that would address the issue presented in the prompt.

34. STANDARD 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth.

35. SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS Mrs. Jones, we are both committed to helping our kids enjoy reading to meet curriculum objectives, and we want them to pursue learning on their own as well.

36. SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS One way that the library can support your students is through independent book explorations. When kids select books that interest them, they are more motivated to read for learning and for enjoyment.

37. Elevator Speech activity

38. Strands

39. Strands within each standard … and the key questions that define them

40. SkillsandDispositions SKILLS Key abilities needed for understanding, learning, thinking, and mastering subjects. Ask yourself:Does the student have the right proficiencies to explore a topic or subject further? DISPOSITIONS Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions. Ask yourself:Is the student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowledge?

41. Responsibilities & Self assessment strategies RESPONSIBILITIES Common behaviors used by independent learners in researching, investigating, and problem solving. Ask yourself: Is the student aware that the foundational traits for 21st-century learning require self-accountability that extends beyond skills and dispositions? SELF-ASSESSMENT STRATEGIES Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. Ask yourself: Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner?

42. Indicators in each strand Skills  Grade Level Benchmarks Dispositions  Sample Behaviors in developmental stages Responsibilities  Sample Behaviors in developmental stages Self Assessment Strategies  Student self questioning examples

43. Where Can We Begin? A Revised Job Description

44. Changing Role of the SLMSHow roles were ranked…. Before…. • Teacher • Information specialist • Instructional Partner • Program administrator Now… • Instructional Partner • Information specialist • Teacher • Program administrator • Leader

45. The 21st Century Librarian • assess how prepared you and/or your program are to participate in making the vision a reality • identify what areas you need to address through professional development • develop personal and program short- and long-range goals and objectives • establish personal and program priorities

46. Job description activity

47. Where do I go from here? excerpted from Sowing the Seeds of the New AASL Standards for the 21st Century Learner, Knowledge Quest Sept/Oct 2008, p.72) cc licensed flickr photo by http://www.flickr.com/photos/publicdomainphotos/3392202749

48. Download the new standardshttp://www.aasl.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf cc licensed flickr photo by http://www.flickr.com/photos/vizzzual-dot-com/2234376007

49. TAKE A DEEP BREATH! They simply build on IP2 cc licensed flickr photo http://www.flickr.com/photos/malomemory/2591302962/

50. Read the Common Beliefs… who else on your campus is a “believer”? cc licensed flickr photo by http://www.flickr.com/photos/jason_weemin/479491007