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AASL Standards Presentation Standard 2. Carol Gallagher. Meghan Smith. Amy Mueller. Do you want REAL inquiry? YOU NEED THE SKILLS. NECESSARY TO CONSTRUCT NEW UNDERSTANDING, DRAW CONCLUSIONS, AND CREATE NEW KNOWLEDGE.

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aasl standards presentation standard 2
AASL Standards PresentationStandard 2

Carol Gallagher

Meghan Smith

Amy Mueller

do you want real inquiry you need the skills

Do you want REAL inquiry?YOU NEED THE SKILLS

NECESSARY TO CONSTRUCT

NEW UNDERSTANDING,

DRAW CONCLUSIONS,

AND CREATE NEW KNOWLEDGE

slide3
STANDARD 2: DRAW CONCLUSIONS, MAKE INFORMAL DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE
skills

SKILLS

:

KEYS TO INQUIRY

apply critical thinking skills

ORGANIZATION

ANALYSIS:

Apply critical thinking SKILLS

EVALUATION

SYNTHESIS:

KEYS TO INQUIRY

slide6

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 understanding, draw conclusions, and create new knowledge.

  • Identify the text’s main ideas, supporting examples, definitions, and details
  • Evaluate text clues in order to determine most important ideas in reading selection
  • Find similar big ideas in a variety of sources
2 1 2 organize knowledge so that it is useful
2.1.2. Organize knowledge so that it is useful.
  • Organize notes and ideas to form responses to questions
  • Combine and categorize information using a semantic web to show connections among ideas
slide8

2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

  • Draw conclusions about data based on explicit and implicit information gleaned from sources
  • Make connections between curriculum and the real world
  • Make inferences about inquiry topic when research is completed
2 1 4 use technology and other information tools to analyze and organize information
2.1.4. Use technology and other information tools to analyze and organize information.
  • Use word processing, artistic, design, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas
  • Use interactive tools to participate as a group in analyzing and organizing information
slide10
2.1.5. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
  • Work collaboratively to evaluate pictures, images, and charts for reports and presentations
  • Work collaboratively to create innovative ways to present information
  • Use problem-solving techniques as a group to identify and resolve issues with project
slide11
2.1.6. Use the writing process, media, and visual literacy, and technology skills to create products that create new understandings.
  • Utilize outline to draft project, then add supporting details
  • Experiment with text and visual media to create projects
  • Edit work based on peer and teacher feedback
  • Convey ideas creatively, utilizing a variety of formats
slide13

2.2.1. DEMONSTRATE FLEXIBILITY IN THE USE OF RESOURCES BY ADAPTING INFORMATION STRATEGIES TO EACH SPECIFIC RESOURCE AND BY SEEKING ADDITIONNAL RESOURCES WHEN CLEAR CONCLUSIONS CANNOT BE DRAWN.

*Web searching and book searching require different skills.

*Detect conflicting information and

access resources that contribute to

thoughtful conclusions.

slide14
2.2.2. USE BOTH DIVERGENT AND CONVERGENT THINKING TO FORMULATE ALTERNATIVE CONCLUSIONS AND TEST THEM AGAINST THE EVIDENCE.

*Divergent thinking: free-flowing, thoughtful process that leads to generating a variety of solutions or answers

*Convergent thinking: using logical

steps and knowledge to arrive

at one correct solution

slide15
2.2.3. APPLY A CRITICAL STANCE IN DRAWING CONCLUSIONS BY DEMONSTRATING THAT PATTERN OF EVIDENCE LEADS TO A DECISION OR CONCLUSION.

*Recognize fallacies in logic

*Identify misleading information and gaps in information that lead in inaccurate conclusions

*Read widely from varied sources to

pinpoint inaccurate information

2 2 4 demonstrate personal productivity by completing products to express learning
2.2.4. DEMONSTRATE PERSONAL PRODUCTIVITY BY COMPLETING PRODUCTS TO EXPRESS LEARNING

*Establish a research plan that outlines learning goals, identifies major tasks and deadlines to achieve steps toward the goal, and documents progress throughout the research

*Set and meet high standards and

goal for delivering quality work

on time

responsibilities

RESPONSIBILITIES

KEYS TO INQUIRY

2 3 1 connect understanding to real world
2.3.1. Connect understanding to real world

*Apply conclusions to new situations

*Use understandings to make personal decisions

*Make connections between real life and research

2 3 2 consider diverse and global perspectives in drawing conclusions
2.3.2. Consider diverse and global perspectives in drawing conclusions

*Seek valid alternative perspectives

*Evaluate viewpoints from all information sources

*Seek outside sources from other authentic world views

2 3 3 use valid information and reasoned conclusions to make ethical decisions
2.3.3. Use valid information and reasoned conclusions to make ethical decisions

*Critically evaluate information before making decisions

*Consider all evidence before making a decision

self assessment indicators and questions
Self-Assessment Indicators and Questions

*2.4.1. Determine how to act on information (accept, reject, modify)

*2.4.2. Reflect on systematic process, and assesses for completeness of investigation.

*2.4.3. Recognize new knowledge and understanding.

*2.4.4. Develop directions for future investigations.

  • *How does the evidence I found help me form an opinion or support my thesis?
  • What decisions or conclusions have I drawn, and how are they supported by the evidence?
  • What new understandings did I develop about the topic or idea?

How do those new understandings apply to other situations or contexts?

  • What new questions do I now want to answer about the topic or idea?
how can the library help

How can the library help?

THE LIBRARIAN CAN HELP STUDENTS

ACHIEVE THIS STANDARD BY HAVING THEM:

Examine and evaluate information sources.

Extract relevant and essential information and cite sources.

Compare and contrast information found in different sources

journal article
Journal Article:

“teaching students to think in the digital environment: digital literacy and digital inquiry”

lesson
Lesson:

Using Collected Data to

Create a Digital

Representation

slide27
Remember, critical thinking skills are the keys to Inquiry

Thank YOU!

ORGANIZATION

ANALYSIS:

EVALUATION

SYNTHESIS:

resources
Resources:
  • American Association of School Librarians. (2009). Standards for the 21st century learner in
  • action. Chicago, IL: American Library Association.
  • American Association of School Librarians. (2013). Learning standards hot links. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/learning4life/resources/el10s2
  • Citation Worksheet (Janice Bodily, Herget Middle School, LMC director)
  • Gcflearnfree. (2012, August 6). “Information savvy: Synthesizing information.” [YouTube]. Retrieved from https://www.youtube.com/watch?v=7dEGoJdb6O0
  • Gyenne, Fred. (1976). A chocolate moose for dinner. New York, NY: Windmill Books.
  • Heidrich, D. (2004). Figuratively speaking: using classic literature to teach 40 literary terms. New York, NY: Learning Works, Inc.
  • Leedy, L. (2008). Crazy as a fox: a simile story. New York, NY: Holiday House.
  • Leedy, L. & Street, P. (2003). There’s a frog in my throat. New York, NY: Holiday House.
  • Naperville Community Unit School District 203. (2012). A parent’s guide to strategic reading: Synthesize ideas. [Brochure].
  • Rowland, P. (n.d.). “Figurative language videos.” [SchoolTube]. Retrieved February 25, 2013, from http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=7089
  • Spivey, B.L. (2011). Types of figurative language. Retrieved from http://www.superduperinc.com/handouts/pdf/336_TypesofFigurativeLang.pdf.
  • Standard 2 Table (Janice Bodily, Herget Middle School, LMC director)
  • Stripling, B. (2010). Teaching Students to Think in the Digital Environment: Digital Literacy and
  • Digital Inquiry. School Library Monthly, 26(8), 16-19.
  • Terban, M. (1982). Eight ate: a feat of homonym riddles. New York, NY: Clarion Books.
  • Terban, M. (1988). Scholastic dictionary of idioms. New York, NY: Scholastic Publishing.
  • Terban, M. (1985). Too hot to hoot: funny palindrome riddles. New York, NY: Clarion Books.